VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES LÊ NGỌC DIỆP USING STUDENTS’ FEEDBACK TO DEFINE THE FACTORS THAT AFFECT THEIR SATISFACTION
THE PROBLEM
The requirement for using students’ feedback to improve the quality of
The demand for English language study is rapidly increasing among the Vietnamese population, particularly among the youth, who represent the country's primary human resource In line with global trends and aimed at enhancing human resource development, the Faculty of Foreign Languages (FFL) at HUI was established in 2005 to offer training in various foreign languages at the tertiary level Currently, the English major offers two training programs: a four-year college program and a three-year junior college program.
Since the start of the third millennium, higher education quality in Vietnam has been increasingly challenged by the demands of industrialization and modernization, making it a critical topic of discussion across various media and social circles This notable improvement in educational standards has the potential to positively impact society.
Despite the dedicated efforts of the teaching staff at FFL to deliver a quality training program, there are still potential drawbacks and shortcomings in its implementation Consequently, enhancing the quality of education remains a constant priority for both the leaders of HUI and the FFL faculty.
In Vietnam, student feedback is a crucial component in the quality accreditation system for evaluating teacher performance The Ministry of Education's regulations mandate that learners participate in assessing teaching quality at the end of courses and evaluate programs prior to graduation This initiative, established in the 2007 regulations on university education quality standards, represents a significant innovation in the training and education sector.
At HUI, gathering student feedback has become a mandatory aspect of quality management However, the administration and faculty at FFL appear to underutilize this process, as student input is not considered in their professional activities.
The use of students’ feedback in relation to the cultural background of
Vietnamese education is deeply influenced by a conservative cultural background, where the roles of teachers and students are shaped by historical feudalism and Confucian values, placing teachers just below the King in the hierarchy This has led to a tradition of deference towards teachers, with students expected to accept their authority without question In the 21st century, many Vietnamese teachers still maintain a sense of untouchability regarding their knowledge, fearing that student feedback may reveal their shortcomings or lead to unconstructive criticism However, the emerging trend of viewing students as customers necessitates that their assessments play a crucial role in the success of educational programs.
Many teachers find themselves in a challenging position regarding student feedback, often waiting for strict administrators or critical journalists to highlight issues Consequently, feedback is frequently collected only under pressure rather than for genuine improvement Additionally, some education administrators may gather this feedback merely to satisfy higher authorities, rather than utilizing it effectively to enhance educational quality.
The need for a study about using students’ feedback in the Vietnamese
This study addresses the dual challenges of utilizing student feedback and the reluctance of educators and administrators to engage with student evaluations The focus is on defining student needs through their feedback, emphasizing its constructive use rather than merely assessing teaching quality The aim is to explore effective strategies for leveraging student insights to enhance educational outcomes.
AIMS OF THE STUDY
The aims of this study are:
(1) To find out the most common phenomena that lead to students’ dissatisfaction with teachers in the three-year college program of English in HUI, by analyzing students’ feedback
(2) To make recommendations for using students’ feedback in improving teaching quality.
OVERVIEW OF THE THESIS
This thesis consists of one introductory chapter, five main chapters, and a conclusion
The present chapter is the introduction to the thesis, stating the problem the research attempts to solve, the aims of the research, and an overview of the thesis
Chapter 1 describes the background to the study with general information about HUI and FFL, e.g HUI’s vision and mission, FFL’s teaching staff, student intake, facilities, and curricula
Chapter 2 presents the theoretical background to the process of teaching and learning English and the issue of using students’ feedback in language teaching
Chapter 3 outlines the methodology used in the study, focusing on survey research through questionnaires and interviews It includes the research question, design, and study instrument, along with a description of the teacher and student participants' characteristics, as well as the data collection procedures.
Chapter 4 contains the data analysis and the findings of this study
Chapter 5 offers the implications and recommendations for using students’
The last part of the thesis is the conclusion, which summarizes the meanings and applications of this research.
SIGNIFICANCE OF THE RESEARCH
This thesis explores a novel issue within Vietnamese higher education, focusing on students' internal feelings and expectations that have often caused anxiety among teachers Despite concerns about granting students too much authority in an Asian context, this study addresses a largely overlooked area The findings aim to enhance English teaching at HUI and promote the effective use of student feedback for ongoing teaching development.
LIMITATION OF THE RESEARCH
This study's primary limitation is its data collection method, which involved a single instance of data gathering, preventing comparisons over time Additionally, the participants were exclusively from the English three-year college program at HUI, making the findings highly representative of this specific group Nevertheless, the recommendations may still be relevant to similar academic contexts Future research is encouraged to explore student feedback across various English programs in academic institutions throughout Vietnam.
BACKGROUND TO THE STUDY
THE HO CHI MINH UNIVERSITY OF INDUSTRY
Especially, in this text, learners are defined in Article 9, Standard 6 as having the right to evaluate the teaching process
Learners are involved in evaluating the quality of teaching at the end of their courses and assessing the overall program before graduation This participation is outlined in the regulations regarding educational quality standards for universities, as specified in Decision No 65/2007/QĐ-BGDĐT by the Minister of Education and Training.
One of the key advantages for learners in today's innovative educational landscape is the potential for student feedback to enhance their learning experience However, the effectiveness of this feedback largely hinges on how well each institution implements the associated policies.
1.2 HO CHI MINH CITY UNIVERSITY OF INDUSTRY
In December 2004, Ho Chi Minh City University of Industry was elevated from Industrial College No 4 to address the increasing need for skilled professionals in the Southern provinces Consequently, the Faculty of Foreign Languages was established to support this initiative.
Ho Chi Minh City University of Industry (HUI) was established in 2005, evolving from HUI’s Foreign Language Center That same year, the university welcomed its first cohort of students HUI boasts five campuses, with the primary campus situated approximately 8 km from downtown Ho Chi Minh City, where English program students study The campus includes a dormitory offering comfortable living conditions, while the other three campuses are located in the provinces of Dong Nai, Ba Ria-Vung Tau, and Thai.
Binh, and Quang Ngai The campus in Thai Binh is also called the Northern Campus
In Vietnam's competitive educational landscape, Ho Chi Minh University of Industry prioritizes training quality by implementing ISO 9001:2000 standards This initiative includes a comprehensive set of documents, with a Quality Handbook serving as a foundational resource To maintain high standards, the university's leadership employs various inspection methods, such as reviewing procedures, analyzing student performance, and gathering student feedback Evaluation forms used for collecting this feedback are detailed in Appendix 1A.
1.2.2 The vision, mission and quality commitment of HUI
HUI aims to establish itself as a comprehensive training center that offers multidisciplinary and multi-level education, recognized for its quality on a global scale.
The mission of HUI is stated in HUI’s Quality handbook as follows:
HUI is dedicated to educating and training high-quality human resources in Vietnam, focusing on key fields such as Mechanical Engineering, Dynamics, Electricity, Electronics, Refrigeration Electrical Engineering, Chemical Technology, Garment Technology, Information Technology, and Economics To achieve this mission, HUI is committed to continuously enhancing its teaching staff and upgrading laboratory and teaching facilities, while also introducing new methods to improve training quality and better meet the needs of learners and employers.
HUI administrators strive to achieve high training quality to enhance the university's reputation among Vietnamese institutions Quality reminders and regulations are prominently displayed throughout the campus, including a poster in every faculty office that outlines the school's QUALITY POLICY This policy is also formally documented in HUI’s Quality Handbook.
Based on the vision and mission of the school, the Rector issues the QUALITY POLICY with commitments as follows:
1 Building up the sense of collectivity and diligence
2 Appreciating all contributions of individuals in the school
3 Constructing a close relationship with customers
4 The school’s philosophy is Quality and Efficiency
5 The school’s motto is, “Integrating into global education and training, and serving the community.”
(Translated from Sổ tay chất lượng Trường Đại Học Công Nghiệp TP
School leaders establish high-quality standards, prompting students and their parents to demand continuous improvements in teaching methods and conditions This expectation serves as a foundation for exploring the factors that influence student satisfaction, which is central to this study.
THE TRAINING PROGRAM OF ENGLISH
In September 2005, the Faculty of Foreign Languages, as designated by the Ministry of Education and Training, welcomed its first cohort of 60 students for a 4-year college program and an additional 63 students for a 3-year junior college program.
In September 2006, the Faculty of Foreign Languages welcomed 100 new students for the college program and 170 for the junior college program, bringing the total to nearly 400 English majors specializing in Translation and Interpretation or English Pedagogy However, the division into these specializations will occur at the end of Term 4 for the 4-year program and Term 3 for the 3-year program.
1.3.1.2 The English level of the student intake
All students in the FFL program at HUI successfully passed the entrance exam for their selected courses, demonstrating their qualifications to begin the training program However, instructors involved in the English programs have reported challenges due to the varying levels of English proficiency among the English majors.
Many English majors at FFL-HUI come from small provinces or remote areas with limited and outdated resources for learning English, especially compared to their peers from Ho Chi Minh City As a result, they often lack a well-rounded proficiency in the language, leading to disparities in their skills when placed alongside city students This situation contributes to their passiveness and challenges in fully mastering English after relocating to Ho Chi Minh City for the HUI program.
Many freshmen, particularly those in the junior English college program, face significant challenges in learning English due to their low proficiency levels In 2005, the matriculation scores for the four-year English program averaged 17, while the three-year program averaged 12, based on three entrance subjects: Literature in Vietnamese, Mathematics, and English Although students met the admission requirements, many were accepted primarily for their strong performance in Mathematics and Literature, rather than in English This discrepancy creates numerous challenges for teachers in effectively managing their classes.
The teaching staff has been increasing in number since the faculty was established However, most of the teachers here do not have much teaching experience in English college programs
This is the table that shows the degrees and majors of teachers of the FFL-HUI:
Table 1.1 Degrees and majors of teachers of the FFL-HUI
1.3.2.2 Training background, age and teaching experience
Since 2008, FFL, HUI has seen a significant shortage of experienced visiting lecturers, which poses a considerable challenge for the growth and development of its relatively young teaching staff.
The FFL English program has faced challenges, with only two native English teachers participating and a total of approximately 100 hours of instruction, which negatively impacts the language training quality Additionally, none of the FFL teachers have received training in an English-speaking country The average age of the faculty is 36.4 years, with the oldest teacher being 58 and the youngest 27.
Many FFL teachers are opting out of training programs for English majors, primarily because of their academic qualifications or their assignments to general English classes Consequently, the participation rate of teachers in these programs is notably low.
There are 22 English college programs, with an average student age of 35.7 years Teaching experience among instructors in English majors' classes ranges from 2 to 15 years, although most educators possess only 2 to 3 years of experience in teaching English majors.
The teaching staff at FFL, HUI brings a vibrant energy and youthful perspective to the classroom; however, their relative inexperience and limited academic scholarship can be seen as a drawback, largely attributed to their youth.
1.3.3 The facilities for English teaching and learning
The English classrooms at HUI are well-maintained, but the immovable tables hinder group work and active learning methods While some classrooms are equipped with computers and projectors for presentations, others lack these resources Nevertheless, all English classrooms are furnished with cassette players and microphones.
In August 2007, a language lab featuring 40 computers equipped with Sanako language lab software was established, marking a significant advancement for the school in providing modern facilities for professional training However, the teaching staff is still adapting to the new techniques required for effective use of the lab The true effectiveness of the lab will be assessed in the upcoming academic year 2008-2009, as it remains in the preparation phase during the 2007-2008 academic year.
The HUI library offers a spacious and comfortable environment; however, its collection of English books is quite limited It primarily includes popular general English coursebooks like Lifelines and Headway, along with a few grammar resources such as English Grammar in Use by Raymond Murphy, and some bilingual dictionaries Unfortunately, the library falls short in providing extensive reading materials, particularly in linguistics and Anglo-American culture As a result, English majors at HUI often find themselves needing to travel to larger bookstores downtown to access essential coursebooks and reference materials for their advanced studies.
1.3.3.4 The English Resource Center (none)
HUI currently lacks an English Resource Center and a library dedicated to English reading, which limits access to essential materials for students While FFL has a bookcase with over 300 books, it is restricted to teachers and primarily contains textbooks and manuals rather than comprehensive reference materials Additionally, valuable English reference books at institutions like Ho Chi Minh City University of Pedagogy and Ho Chi Minh City University of Social Science and Humanities are not accessible to HUI students, further hindering their ability to consult the necessary resources for their studies.
The curricula and syllabuses were established in 2005 and revised in 2006 During the 2005-2006 academic year, students initially received training focused on Interpretation and Translation for the entire course However, English majors were subsequently divided into two specialized areas: (1) English Teaching.
SUMMARY
This chapter outlines the institution and program that form the basis of this study By examining the data within this context, the findings will gain greater significance and relevance.
LITERATURE REVIEW
THE COGNITIVE DOMAIN AND THE AFFECTIVE DOMAIN
In this part, the two important domains in which the teacher influences learners will be presented
2.1.1.1 Bloom's taxonomy of cognitive objectives
The cognitive domain, as defined by Richards, Platt, and Platt (1997), focuses on developing students' intellectual abilities and skills In the 1950s, Bloom and his collaborators expanded on this concept by introducing Bloom's taxonomy, which categorizes cognitive learning into six distinct levels.
1 Knowledge Ability to recall previously learned material
2 Comprehension Ability to grasp meaning, explain, restate ideas
3 Application Ability to use learned material in new situations
4 Analysis Ability to separate material into component parts and show relationships between parts
5 Synthesis Ability to put together the separate ideas to form new whole, establish new relationships
6 Evaluation Ability to judge the worth of material against stated criteria
Note: Many people also call the analysis, synthesis, and evaluations categories
Table 2.1 Bloom's taxonomy of cognitive objectives (Bloom's Taxonomy of Cognitive Objectives, para 1)
Helping students acquire knowledge is just the initial step in the teaching process Once they have memorized the information, it is crucial for them to comprehend and articulate it in their own words Only by achieving this understanding can students effectively apply their knowledge to new situations and solve problems.
In the subsequent stages, students engage in analysis and synthesis of their acquired knowledge, allowing them to deconstruct, integrate, or modify the information to create new understandings and uncover relationships while maintaining its integrity At the pinnacle of cognitive development, students are able to evaluate the significance of the material they study.
2.1.1.2 Some main factors that are related to the cognitive domain
Cognition involves multiple stages and is influenced by both innate and learned abilities, which account for the varying speeds of language acquisition among learners According to Brown (2000), key factors in the cognitive domain include language aptitude, intelligence, and individual learning styles and strategies.
Language aptitude refers to the inherent ability to learn a language, distinct from factors like intelligence and motivation It encompasses various skills, including the ability to identify sound patterns, recognize grammatical functions, engage in rote learning, and infer language rules Individuals with high language aptitude can acquire new languages more quickly and easily compared to those with lower aptitude, assuming all other factors are equal.
Some students are often perceived as having a high aptitude for language learning, while others may believe they lack the innate ability to learn a foreign language The role of an English teacher is to assist those with strong language skills in maximizing their potential and to support weaker students in overcoming challenges in acquiring foreign language communication skills.
Intelligence significantly influences language acquisition, as defined by the Oxford Advanced Learners’ Dictionary (2005) as the capacity to learn, understand, and think logically The measurement of intelligence remains a complex challenge for scientists.
Every individual possesses a unique learning style, which should be considered to enhance their learning potential Therefore, it is essential for educators to utilize diverse teaching methods tailored to various learners to achieve the best outcomes Brown (2000:113) emphasizes this approach.
Style refers to the consistent and enduring preferences of an individual, encompassing their unique characteristics in intellectual functioning and personal type These traits distinguish one person from another, highlighting the individuality inherent in each person's style.
Strategies are defined as specific methods for addressing problems or tasks, serving as operational modes to achieve desired outcomes They are planned approaches for managing and manipulating information Each individual possesses a variety of strategies to tackle a specific issue, allowing for the selection of one or multiple methods in sequence to find a solution.
To optimize learning outcomes, it is essential for teachers to assist students in harnessing their unique learning styles and strategies Additionally, educators should encourage modifications to these approaches when necessary to enhance effectiveness and achieve better results.
2.1.2.1 Krathwolh’s taxonomy of the affective domain
The affective domain significantly influences both internal and external motivation in learners According to Richards et al (1997), it encompasses objectives aimed at fostering students' attitudes, feelings, and values.
For a close-up view, the following taxonomy table of Krathwolh lists levels of commitment from the lowest to the highest
1 Receiving Being aware of or attending to something in the environment
2 Responding Showing some new behavior as a result of experience
3 Valuing Showing some definite involvement or commitment
4 Organization Integrating a new value into one's general set of values, giving it some ranking among one's general priorities
Value Acting consistently with the new value
Table 2.2 Krathwolh’s taxonomy of the affective domain
The taxonomy illustrates that knowledge is dynamic and influences an individual's characteristics Upon acquiring awareness, a learner's behavior is shaped by their perception This evaluation of knowledge leads to its integration into their value system Ultimately, as the new knowledge is prioritized within their values, it guides their actions accordingly.
As any teacher, the teacher of English helps students gain new knowledge
For that knowledge to be integrated into the availability of knowledge that students possess, the teacher should have a suitable pedagogical way to encourage optimal integration
2.1.2.2 Some main factors that are related to the affective domain
These psychologically and spiritually relevant factors are well recorded by a group of celebrated researchers with Brown and Richard’s being notable
Coopersmith (1967: 4-5, citied in Brown 2000: 145) stated the following about self-esteem:
Self-esteem is the personal evaluation individuals make about themselves, reflecting their feelings of approval or disapproval It indicates how capable, significant, successful, and worthy they perceive themselves to be In essence, self-esteem represents a judgment of worthiness that shapes the attitudes individuals hold towards themselves.
Self-esteem plays a crucial role in a learner's characteristics, as it reflects a subjective experience that individuals express through verbal communication and observable behaviors According to Coopersmith, if a learner perceives themselves as incapable, their performance in a foreign language is likely to be ineffective.
THE ROLES OF THE LANGUAGE TEACHER
Today's teachers play a multifaceted role in classroom interactions, moving beyond merely conveying knowledge According to Harmer (1992: 235), language teachers engage in a wide range of activities, from structured reproduction tasks to free communicative exercises, and from guiding reading for specific information to facilitating interactive listening and reading jigsaws As a result, a teacher's behavior must adapt to the nature of these diverse activities, highlighting the various roles they fulfill in the language learning process.
In the classroom, teachers act as controllers, managing all aspects of the learning environment, including student activities, speech, and language use The introduction of new language requires careful organization, utilizing accurate reproduction and drilling techniques A prime example of this is the instruct-cue-nominate cycle, which illustrates the teacher's role in guiding and controlling the class effectively.
A successful teacher often embodies an indefinable quality that captivates and inspires students Their engaging discussions and activities maintain student interest and foster enthusiasm At the right moment in the lesson, the teacher communicates at the students' level of understanding, serving as the primary source of comprehensible input that enhances learning.
Certainly, the controller role, with all its advantages, should never be the only one that a teacher uses
The teacher's role as an assessor extends beyond a single lesson stage According to Harmer (1992: 237), a significant aspect of a teacher's responsibilities involves evaluating students' work to gauge their performance This assessment is not only crucial for pedagogical purposes but is also a natural expectation from students, even following communicative activities.
Two types of assessment are correction and organizing feedback
Correction can also be divided into two levels namely correction and gentle correction, while organizing feedback contains content feedback and form feedback for each activity
Correction is essential during the accurate reproduction stage, as it identifies mistakes and guides students towards the correct expression In contrast, gentle correction highlights errors without pressuring students to repeat the correct form When applied effectively, gentle correction maintains a positive atmosphere in pair work and encourages open conversation.
Organizing feedback is essential after students complete a task, as it helps them understand their successes and failures while providing solutions to their language challenges Various methods, including direct observation, interactions, and the use of video or audio recordings, can effectively analyze student performance and facilitate constructive feedback in language programs.
Harmer describes a continuum where one end represents the teacher as a controller and the other as a facilitator, illustrating how three types of assessment are positioned along this spectrum.
Figure 2.1 Kinds of correction in the language class (Harmer 1992: 237)
According to Harmer (1992), the teacher's role as an organizer is crucial and challenging The primary objective is to inform students about the topic of discussion, provide clear task instructions, initiate the activity, and facilitate feedback afterward Harmer outlines this process as a sequence: lead-in, instruct (demonstrate), initiate, and organize feedback To maximize effectiveness, teachers must carefully plan their communication in advance.
Another psychology-related role of a teacher that Harmer (1992: 241) mentions is the role of teacher as prompter with these words:
Teachers often need to motivate student participation and provide guidance on how to engage in activities, especially during moments of silence This includes organizing feedback and offering gentle corrections to facilitate learning.
Facilitative Controlling or when they are confused about what to do next This is one of the teachers’ important roles, the role of a prompter
However, he also reminds us that the role of prompter has to be performed with discretion, and that teachers should only help when it is necessary
Harmer (1992) emphasizes the benefits of teachers engaging as equals in classroom activities, particularly simulations, as it enhances the learning environment and provides students with the opportunity to practice English with a more proficient speaker However, teachers must be cautious not to overshadow students, as their presence may lead to expectations of dominance It is essential for teachers to maintain a balanced participation to foster an inclusive atmosphere.
According to Harmer (1992: 242), teachers play a crucial role even during communicative activities, acting as discreet assessors and walking resource centers for students.
Teachers should always be prepared to provide assistance when needed, making themselves accessible for students to seek help at their convenience.
Harmer (1992: 242) emphasizes that the teacher's role as a tutor is more comprehensive than previously discussed roles, as it encompasses elements of organizing, prompting, and providing resources.
The teacher serves as a tutor by acting as a coach and resource, encouraging students to take charge of their own learning while seeking advice and guidance when needed In this role, the teacher provides valuable insights on maximizing students' learning experiences and offers strategies for those interested in further study.
To enhance their skills and gain deeper insights into effective language learning strategies, teachers should adopt the role of an investigator By collaborating with colleagues, language educators can observe classroom dynamics, identify successful practices, experiment with new techniques, and assess their effectiveness This ongoing investigation allows for continuous professional development and improved teaching outcomes.
BROWN’S ECOLOGY: A SUMMARY OF THE LEARNERS’
Our analysis covers key concepts in second language teaching and learning, focusing on second language acquisition, the impact of teachers on students, the unique traits of language learners, and the essential roles that language teachers play in the classroom.
To sum up, I share Brown’s vivid imagination about language learning as the development of a tree in a diversified ecology
Brown (2000) conceptualizes language learning as an ecological process, where the innate abilities of a learner serve as the seed, and the resulting proficiency of students represents the fruit of this developmental tree.
This viewpoint is shown in a quite interesting map of a metaphoric ecology (Figure 3.1.) Brown (2000: 294) explains this ecology as follows:
Input, represented by rain clouds, stimulates innate predispositions in individuals, but its effectiveness relies on the strategies and styles employed, akin to soil quality As language abilities germinate, not all predispositions activate, leading to the development of competence networks that strengthen through active language engagement This root system, known as inferred competence, constitutes what we refer to as intake, which is distinct from input By utilizing additional strategies and emotional skills, along with feedback from others, we cultivate our communicative abilities Ultimately, the quality of our performance, or output, is influenced by a myriad of contextual factors.
In that ecology, what is the position of the teacher?
In the context of language learning, the teacher acts as a "gardener" within the social ecology of education Unlike the natural acquisition of a mother tongue, which occurs organically in daily life, the process of learning a foreign language primarily takes place in structured environments such as classrooms.
Horticulturists, akin to teachers, have the ability to enhance learning environments by providing essential resources such as irrigation and fertilizers, implementing effective strategies, and fostering emotional engagement They can also manage the classroom climate to ensure optimal growth and development for their students.
STUDENTS’ FEEDBACK AND USING FEEDBACK TO IMPROVE
In this chapter, we explored the cognitive and affective domains where teachers impact students and examined the specific roles of English teachers in fostering knowledge and skills We likened language acquisition to an ecology, emphasizing the teacher's role as a gardener nurturing students' competence This section will briefly review how teachers can enhance their teaching abilities through student feedback.
According to Wallace (1997), professional education and development is divided into two key stages Stage 1, the pre-training stage, involves individuals who are either preparing for professional training or are already engaged in their profession, focusing on self-development Stage 2 represents the actual process of professional education and development, with the ultimate goal being the enhancement of professional competence.
Discussing the process of professional development for a teacher, Wallace wrote:
The 'reflective cycle' refers to the ongoing process of reflecting on both 'received knowledge' and 'experiential knowledge' within professional practice Reflection can occur through recollection, where we draw on relevant knowledge or experiences to address professional challenges Additionally, it can happen in real-time during practice, known as 'reflection-in-action' (Wallace, 1997: 56).
Figure 2.3 Reflective practice model of professional education/development
Reflection encompasses various aspects, including knowledge review and self-observation Wallace (1997: 56) suggests that reflection should be formalized, positioning classroom teachers as researchers, particularly through 'action research.' This research approach, manageable by many educators, focuses on practical problems and aims for tangible outcomes Consequently, conducting surveys to gather student feedback exemplifies a form of action research that can yield valuable insights.
“practical outcomes” for the teacher to look at in the process of improving teaching
2.4.2 Some viewpoints about students’ satisfaction in relation to quality in higher education
Teaching evaluation in higher education has evolved to meet the needs of diverse audiences, transitioning from reliance on a chair's assessment to a systematic approach that incorporates various methods These methods include student ratings, peer reviews, peer visits, self-evaluations, document reviews, and evidence of achievement Consequently, student ratings have established a formal role in the evaluation of teachers.
Tarone and Yule (1999: 4) assert the importance of investigating students’ needs by stating:
Effective second or foreign language instruction hinges on the teacher's ability to identify students' knowledge gaps, understand their existing knowledge, and gain insight into their self-perception of abilities This process is essential for successful classroom teaching and should not be solely the responsibility of external experts, as emphasized by Vietnamese educational researcher Phạm (2000: 99).
University service users are best positioned to understand the direct impact of their programs, as evidenced by their evaluations In Western countries, gathering feedback from graduates and employers aims to assess satisfaction levels To effectively measure student satisfaction, it is essential to conduct long-term studies on students' attitudes during their studies, after graduation, and even years later.
Also according to Phạm (2000: 99-100), the methods that can be used for measuring the students’ satisfaction are questionnaires, interviews and informal investigation.
THE GAP IN RESEARCH
In Vietnam, there is a notable gap in research concerning English language teaching (ELT) related to student evaluations While researchers have explored various aspects of student experiences using tools such as questionnaires, interviews, and observations, there has been limited focus on how students assess their teachers and their preferred learning methods This oversight highlights the need for further investigation into student perspectives on teaching effectiveness in ELT.
The English Resource Center of Ho Chi Minh City University of Social Science and Humanities and the Graduate Resource Center of Hanoi University of Foreign Languages house hundreds of Master's Theses in TESOL that explore various aspects of the field However, a review of their titles reveals a notable absence of terms such as "students' rating" and "students' evaluation."
Students' satisfaction is closely related to their motivation, a common focus in English Language Teaching (ELT) research However, motivation does not always equate to satisfaction, as students may be driven to study by factors unrelated to their teachers' methods.
As a result, a study about students’ expectations and protestations will be meaningful in the field of ELT in Vietnam, and especially in the real situation of HUI.
SUMMARY
Chapter 2 has reviewed some basic concepts in the field of ELT involving the interactions between the teacher and the learner, some viewpoints about the use of students’ feedback for improving teaching, and also pointed out that there is a gap in research in ELT in Vietnam about students’ feedback These contents are the theoretical basis for the methodology and findings of this study.
METHODOLOGY
RESEARCH QUESTIONS
The main research question of this thesis is: How can we use students’ feedback to define the factors that affect their satisfaction with teachers?
1 What are the factors that affect the satisfaction of three-year program’s English majors with their teachers?
2 What is the level of students’ disapproval of what affects their satisfaction?
3 Can we use students’ feedback to improve English teaching?
Subquestions 1 and 2 will be answered in Part 4.1 and 4.2 of Chapter 4, Findings Subquestion 3 will be answered in Part 4.3 of Chapter 4 also.
RESEARCH DESIGN
A research using a survey with two questionnaires and five interviews was developed in an effort to collect the information necessary to address the research question which has been raised
Surveys, as defined by Brown and Rogers (2003), are procedures for gathering and describing the characteristics, attitudes, and opinions of individuals relevant to a study, including students, teachers, and administrators They note that surveys often utilize interviews or questionnaires, with questionnaires being the more efficient method for collecting large-scale information from a significant number of respondents.
About the application of surveys, Brown and Rodgers (2003: 117) summarize:
Surveys have played a significant role in the literature on second language teaching and learning, addressing various individual learning differences such as motivation, learning styles, personality, anxiety, and attitudes toward language learning (Oxford 1990; Dornyei and Schmidt 2001) Additionally, topics like needs analysis for language programs (Johns 1981), evaluation of language programs (Lynch 1992, 1997), and the effectiveness of teacher training programs (Ochsner 1980) have also been explored extensively.
Brown and Rodgers recommend that researchers utilize surveys to gain insights into their personal environments, such as classrooms This approach helps in describing the abilities, performances, and characteristics of learners, teachers, and administrators within their professional context.
Fraenkel and Wallen (2006) identify two primary types of surveys: cross-sectional and longitudinal A cross-sectional survey gathers data from a selected sample of a specific population at a single point in time, with data collection potentially spanning from a day to several weeks In contrast, a longitudinal survey collects information at multiple time intervals to analyze changes over time.
A survey design was selected for this study due to its alignment with the project's objectives To gather and summarize the perspectives of numerous students, two questionnaires were utilized as the primary research tools Additionally, five interviews were conducted to gain deeper insights into the process of collecting and utilizing student feedback at HUI However, the sensitive nature of the topic made it challenging to implement the interview method, resulting in a limited number of participating teachers Among them was the Vice-Head of the Northern campus of HUI, along with four English teachers from FFL, HUI These interviewees were well-suited for the study, as the Vice-Head possessed extensive experience in leveraging student feedback, while the teachers employed various strategies to access and benefit from this feedback.
This study was limited to a cross-sectional survey due to time constraints, meaning each questionnaire was administered only once However, this limitation is mitigated in two ways: first, the questionnaires are interrelated, allowing their results to mutually reinforce each other; second, open-ended questions were incorporated to provide clarity on the numerical findings.
In addition to primary research methods, classroom observation and library research were employed to establish a theoretical foundation for the study These supplementary methods facilitated the analysis of student feedback through the lens of English Language Teaching (ELT) theory and provided valuable insights for formulating recommendations at the conclusion of the research.
Hereafter, the participants, the instruments, and the data collection procedures will be depicted
In June 2006, at the conclusion of the first academic year for both the four-year and three-year English programs (2005-2009 and 2005-2008, respectively), the initial questionnaire was distributed to assess students' evaluations of their teachers' performance throughout the school year.
In a study involving 60 students from a four-year program and 63 students from a three-year program, each participant received approximately ten copies of Questionnaire 1, designed for students to reflect on their experiences with individual teachers.
To facilitate the completion of the evaluation form, the questionnaire was designed to be self-administered, allowing students to take it home This approach was implemented after the end-of-term test, resulting in a return rate of 39% for Questionnaire 1, as mandated by the Dean of FFL.
48 However, the students who returned the questionnaires answered them quite carefully, with plentiful answers to open ended questions about what they like and do not like about each teacher
The most common age of participants is 18 with some of them being 19 or
20 There is not much difference about age amongst the students As usual, the predominant gender of the students of the English programs is female The number of female participants is 31 (65%) while males account for 35% of the respondents
The second questionnaire was implemented in November 2006, when there
This study focuses exclusively on the responses of students enrolled in the three-year English program, as they differ in certain aspects from their four-year counterparts The questionnaire was designed to gather in-depth insights specifically from these three-year program students.
A total of 213 students from the three-year English program at HUI, including 63 second-year and 150 first-year students, were invited to complete the second self-administered questionnaire Within a week, 37 second-year and 103 first-year students submitted their responses, resulting in 140 participants overall.
Sufficient background information of these participants will be presented in Chapter 4, Part 4.2.1
According to Brown (2001: 47), a minimum of 28 participants is necessary for accurate statistical analysis In this study, 48 out of 123 English majors (39%) responded to Questionnaire 1 in June 2006, while 140 out of 213 three-year English majors (65.7%) answered Questionnaire 2 in November 2006 The non-respondents were not excluded due to researcher bias; rather, their absence was due to circumstantial factors such as being away on the implementation day or forgetting to submit the self-administered questionnaires Thus, the participant numbers in this study are sufficient and representative of the target population.
Ms Đinh Thị Minh Hòa, Vice-Head of The Northern Campus and Dean of the Faculty of Basic Sciences, actively incorporates student feedback into her administrative practices In an interview, she affirmed the importance of utilizing student insights, reinforcing my suggestions for enhancing the application of feedback at Ho Chi Minh City University of Industry.
FINDINGS
FINDINGS THROUGH QUESTIONNAIRE 1
This study aims to identify the factors that affect the satisfaction of English majors, specifically excluding the satisfaction levels of students regarding individual teachers.
An analysis of the statistics from Questionnaire 1 will provide insights into student satisfaction levels and the factors influencing them Identifying the causes of student dissatisfaction will pave the way for assessing the importance of each element, offering significant benefits in understanding and improving the overall student experience.
4.1.1 Statistics of scores to Questionnaire 1
The scores from the initial questionnaire provide a comprehensive overview of the English teaching environment at HUI, FFL As illustrated in Table 4.1, the average scores for each teacher participating in the survey are presented, with each column representing an individual teacher and each row corresponding to a specific question regarding various teaching aspects.
During the 2005-2006 academic year, a total of 11 teachers participated in instructing English majors across both the four-year and three-year programs The table presents the average scores for these eleven educators, identified by the codes T1 through T11.
Notes: T: Teacher; Q: Question; Score scale: (1) Disagree; (2) Be indecisive; (3) Agree; (4) Totally agree
Table 4.1 Means of scores to each question in Questionnaire 1 for each teacher
We can consider the last number of each column as the average value of the
The teaching quality of the respective teachers is indicated by an average score, with 6 out of 11 teachers achieving scores of 3 or higher, while 5 teachers scored below 3, ranging from 2.37 to 2.95 This situation is concerning, as nearly half of the teachers have average scores below the acceptable threshold Analyzing their component scores reveals that these lower scores are not isolated to a single aspect, highlighting the interrelated nature of various teaching components.
Table 4.2 summarizes the data from Table 4.1, highlighting the number of figures below 2, above 3, and equal to or greater than 3 This summary provides a clearer perspective on the state of English teaching at HUI, offering an alternative viewpoint.
Frequency Percent Frequency Percent Frequency Percent
Table 4.2 Summary of the frequencies of means of answers to Questionnaire 1
Table 4.2 summarizes the data from Table 4.1, revealing that out of 154 means, 4 (2.6%) are below 2, 62 (40.26%) fall between 2 and under 3, and 88 (57.14%) are equal to or greater than 3.
A significant 42.86% of the data presented in Table 4.1 indicates that students rate various aspects of several teachers below the "Agree" level This statistic highlights the need for improvement in how students perceive these teachers.
The low scores are primarily associated with questions 3, 7, 8, 9, 10, and 11, which address the balance of time between theory and practice, lesson engagement, the effectiveness of visual aids and teaching equipment, the demonstration of practical techniques, the connection between theory and practice, and the opportunities for student participation in class discussions Overall, students perceive significant shortcomings in the teaching techniques and methods employed.
The responses to questions 13 and 14 indicate that students perceive their teachers at HUI as dedicated and enthusiastic, with scores consistently above 3 This aligns with the informal feedback from students regarding their instructors' commitment.
This result calls for improvement amongst the teachers in perspectives of methodology, while maintaining and developing the good relations they now have with students
4.1.2 An overview of verbal responses to Questionnaire 1
Teachers in the four-year and three-year English programs at HUI received a mix of positive and negative feedback from students This section of Chapter 4 provides an overview of the students' comments without analyzing them in relation to individual teachers In Questionnaire 1, verbal responses were optional, resulting in not all students providing comments Therefore, this review will focus on the themes present in the verbal feedback rather than quantifying the responses.
Students appreciate teachers who employ comprehensible teaching methods, maintain lively class sessions, demonstrate devotion and fairness, exhibit a cheerful attitude, and possess extensive knowledge Conversely, they express dissatisfaction with excessive strictness or leniency, boring classes, tedious teaching styles, reluctance to engage, and particularly with unintelligible instruction These insights will be utilized in Questionnaire 2 to gather broader student perspectives The subsequent review of comments will validate the questions included in Questionnaire 2 For examples of negative student feedback and the corresponding questions developed for Questionnaire 2, please refer to Appendix 4.
Here are some notable compliments from students regarding their teachers, highlighting their preferences Each comment will be accompanied by the corresponding teacher's code and average score, as detailed in the final row of Table 4.1.
Teachers are often praised for their positive attitudes towards students One teacher is described as "very pleasant, friendly, and sympathetic," with a commendable approach to attendance checks (Teacher 7; average score: 3.65) Another educator is noted for their understanding of student psychology, employing gentle reminders instead of scolding (Teacher 2; average score: 3.07).
Teacher 6 is described as nice and humorous, with a talent for teaching engaging songs and captivating English stories, earning an average score of 2.83 In contrast, Teacher 10 is noted for her consideration and attention to detail, as she meticulously corrects students' assignments and addresses their feelings and problems online, receiving a higher average score of 2.95.
The wide knowledge of a teacher is also appreciated by a student who wrote,
FINDINGS THROUGH QUESTIONNAIRE 2
Questionnaire 2 reflects what students do not like teachers to do and what students expect from their teachers The knowledge about students’ features will be very important for the analysis of the responses The first part of Questionaire 2 is devoted to seeking identification information about student participants And the second part, also the main part of the questionnaire is for asking about the factors that affects students’ satisfaction with their teachers Tables 4.3 to 4.7 will vividly illustrate the information collected through Part I of Questionnaire 2
The initial section of the questionnaire highlighted the gender distribution among respondents, revealing that 113 were female and 27 were male This distribution accurately represents the overall gender demographics of first-year English majors during that period.
Table 4.3 Gender distribution of respondents to Questionnaire 2
There is not much difference between students in the perspective of age Most of them were 18 or 19 years old when they entered college
Year of birth Age Frequency Percent
Table 4.4 Participants’ age when they entered HUI’s English college program
The majority of the participants started to learn English at the age of 12, the time they started junior high school, which is common in Vietnam
Age to start learning English
Table 4.5 Participants’ age when they started to learn English
However, their place of studying high school varies, which could have created different conditions, more or less favorable, for learning and practicing
Place to attend high school
Table 4.6 Places where participants attended high schools
According to the data in Table 4.6, participants identified a lack of basic knowledge and confidence as their primary challenges This perception significantly influences students' expectations of their teachers Therefore, a key responsibility for English language teachers is to enhance students' knowledge and proficiency while minimizing pressure, as excessive stress can further diminish students' confidence.
Lack of confidence in using English 57 40.7 1
Too little class time for English 5 3.6 6
Being unable to have extra classes 6 4.3 4
The student participants in the three-year English program at HUI are similar in age but differ significantly in their learning conditions, as they come from various regions of Vietnam While some students live in affordable rental accommodations, others reside with their families None possess a strong command of the English language, and there is a notable disparity in proficiency levels among them The majority of junior college English majors are female; however, both male and female students face common challenges in learning English, primarily a lack of foundational knowledge and confidence.
4.2.2 An overview of statistics from Part II of Questionnaire 2
In this section, the mean serves as the primary indicator for data analysis, as it is the most commonly utilized measure of central tendency (Brown and Rodgers, 2003: 128) Additionally, the mode, minimum, maximum, and standard deviation (S.D.) are employed in the analysis The statistics collected from Part 3 of Questionnaire 2, along with students' additional comments on each sub-question, are detailed in Appendix 5.
Based on the average responses from Questionnaire 2, we can rank the teachers' behaviors as illustrated in the chart below, starting from the most strongly opposed to the least opposed.
Notes: Score scale: (1) Totally agree, (2) Agree, (3) Accept, (4) Disagree, (5) Strongly disagree (See the questions in Appendix 2)
The chart in Figure 4.1 illustrates the responses to questions 8.1 to 12.6, highlighting that Questions 8.5, 8.3, 9.1, 10.8, and 9.6 received the highest scores, indicating strong student opposition to specific issues These issues include: (1) teachers refusing to answer subject-related questions, (2) unfair grading practices, (3) unclear outlines and objectives for the subject, (4) insufficient feedback on student exercises, and (5) final tests that are overly difficult or unrelated to class content Conversely, Questions 11.1 and 10.10 received the lowest scores of 2.904 and 2.486, addressing the teacher's storytelling in Vietnamese for about 20% of class time and the practice of asking students to look up new vocabulary in dictionaries or reference books.
4.2.3 Analysis of answers to each question
In this part, the answers to each main question in Part 3 of Questionnaire 2
Firstly, there will be a stack-bar chart for illustrating the percentage of frequency of answers to each subquestion in each main question of Part 3
The article will present a chart detailing the statistics for each main question, including the number of valid and missing answers for each sub-question It will also provide the mean (average) of all responses, the rank of that mean within the specific group, the mode (most frequent value), the standard deviation (indicating the concentration of answers), as well as the minimum and maximum responses for each sub-question.
The statistics will be analyzed alongside representative comments from student participants, allowing us to derive preliminary findings related to the subquestions of the research question in this study.
The following chart presents the frequencies of participants’ answers to Question 12 in Questionnaire 2
Strongly disagree Disagree Accept Agree Totally agree
Figure 4.2 Frequencies of answers to Question 8.1 to 8.9
Below are the statistics of mean, mode, standard deviation, minimum and maximum of answers to Question 8
Valid Missing Value Rank Mode S.D Minimum Maximum
Notes: Score scale: (1) Totally agree, (2) Agree, (3) Accept, (4) Disagree, (5) Strongly disagree (See the questions in Appendix 2)
Table 4.8 Summary of statistics from Question 8
The mean value of responses indicates that participants strongly oppose teachers who "refuse to answer students’ questions related to the subject," with a mean score of 4.819 and 114 out of 140 participants expressing strong disagreement This behavior is a significant concern for students, as revealed in their responses to Question 7, where they highlighted a lack of knowledge and methods as a major worry Students emphasize the need for kind and understandable explanations from teachers, and when their questions are ignored due to a teacher's busyness or lack of enthusiasm, it leads to frustration As one student noted, "That is a big worry of students."
Students do not expect teachers to be "walking dictionaries." As one student noted, "I can sympathize because maybe the teacher does not know for sure or has forgotten the answer to that question." Others suggested practical solutions, such as accepting answers after the teacher has had time to find them or promising to respond later This indicates that teachers are not required to answer every question immediately The focus should now be on how to efficiently find and present answers to students' inquiries within the limited time available for lesson planning and teaching.
Students strongly dislike when teachers are unfair in scoring, as indicated by a mean value of 4.710 in Question 8.3 Many expressed their discontent, with one student stating, “I absolutely cannot accept this” (Student 38) Scores not only impact students' advantages but also serve as a measure of their abilities, as highlighted by Student 80, who noted, “Scores are one of the ways students can know their ability.” In conclusion, students expect fairness and diligence from teachers when assigning marks.
Teacher comments, while not reflected in grades, significantly impact students' perceptions The average response to students' attitudes towards unfair comments is 4.507, closely mirroring their feelings about unfair scores Students have voiced their need for fairness, with statements like “It is necessary to have exact comments” and “I cannot stand unfair comments.” Additionally, one student emphasized the importance of effective communication, stating, “I wish the teacher had suitable attitudes and comments in each circumstance.” As educators often serve as assessors, adopting a sensitive and precise commenting style can foster respect and connection with students.
Question 8.1 asks for students’ opinions if “The teacher ridicules students’ mistakes” and Question 8.2 is about their viewpoint when “The teacher harshly criticize students’ mistakes.” These two questions lead to slightly lower mean value of answers (4.050 and 4.139), but they are still remarkable Through students’ answers to these two questions, we can infer that teachers should be prudent when criticizing students’ mistakes, because such behavior or words can hurt students feelings and cause negative reactions, even if the students’ mistakes are obvious
Students have diverse perceptions regarding this issue, with the most common response to Question 8.1 being "Strongly disagree," as illustrated in Figure 4.1 Notably, 26.4% of participants either agree with or accept the idea Comments from students provide further insight; for instance, Student 6 mentioned that studying can sometimes be joyful, while Student 45 believes that teachers' teasing can motivate students to study However, there is a consensus that teachers should not overstep boundaries, as highlighted by Student 36, who stated, "It is acceptable, but teachers should not be excessive." Therefore, a teacher's sense of humor can be beneficial, provided it is used appropriately when commenting on students.
SUMMARY OF AND ANALYSIS OF THE INTERVIEWS
The chart serves as a valuable checklist for teachers, particularly those who are inexperienced, by challenging common misconceptions about teaching practices For instance, while many educators may feel uncomfortable admitting their mistakes, students actually view occasional errors as a normal part of the learning process Acknowledging and self-correcting these mistakes can foster a more effective learning environment.
4.3 SUMMARY AND ANALYSIS OF THE INTERVIEWS
4.3.1 The interview with Ms Đinh Thị Minh Hòa, Vice-Head of the Northern Campus of HUI
The data from Questionnaire 1 and Questionnaire 2 have significantly highlighted the realities of the teaching process and students' perspectives However, teachers in FFL, HUI have not benefited from similar survey results While school leaders mandate deans to conduct periodic investigations of student satisfaction in FFL, the findings are only reported to higher authorities and not shared with individual teachers This lack of communication stems from various concerns, including the fear that teachers may feel hurt or discouraged by the results.
At the Northern Campus of HUI, student feedback plays a crucial role in enhancing teaching quality I had the opportunity to interview Ms Đinh Thị Minh Hòa, the Vice-Head of the Northern Campus, who shared valuable insights on the methods of collecting and utilizing this feedback effectively For a detailed account of the interview, please refer to Appendix 7A.
The teacher evaluation process consists of three key components: feedback from students, peer evaluations through classroom observations, and the review of teaching documents such as lesson plans and schedules.
Student feedback is collected via evaluation forms and the internal mailbox Each term, students in English classes complete evaluation forms for their teachers For urgent issues that arise before the evaluation forms are distributed, students can contact the Head of the Campus through the internal mailbox.
The Deans of Faculties review students' feedback, which is then shared with individual teachers but kept confidential Currently, this feedback serves as a constructive tool to highlight teachers' strengths and weaknesses, rather than as a basis for bonuses or penalties, in order to minimize pressure on educators.
Students' feedback is generally constructive and reasonable, attributed to the positive behavior of most students and the thorough preparation by administrators in collecting this feedback Deans provide clear instructions on the evaluation process, ensuring students understand their role In cases of extreme or unusual comments, the Dean investigates their validity before considering them English teachers at the Northern Campus respond to student feedback with openness and cooperation, although some older teachers have shown negative attitudes towards critical feedback The Dean has addressed these issues, helping to alleviate any biases against student evaluations.
Ms Hòa believes that with proper guidance and a systematic approach, we can address challenges and gain significant advantages for administrators, teachers, and students by utilizing student feedback effectively.
4.3.2 The interviews with four teachers of English in FFL of HUI
To gain insights into teachers' perspectives on utilizing student feedback to enhance teaching quality, I conducted interviews with several educators from the Faculties of Foreign Languages Unfortunately, many teachers were unable to participate due to personal reasons, particularly time constraints It appears that some may have been reluctant to engage in discussions about student feedback, possibly due to negative or anxious feelings associated with the topic.
Four teachers participated in interviews to share their perspectives on student feedback, with the interview transcripts available in Appendix 7B to 7E.
The interviewees highlighted that the primary role of the English teacher is to act as a facilitator, guiding students in their learning journey and helping them acquire knowledge and develop skills through their own efforts.
Secondly, the ways of developing teaching ability mentioned by the four teachers are: reading from materials, discussing with colleagues, and reflections from students
However, the ways of getting feedback from students are slightly different amongst them
Teacher 7 regularly conducts his own surveys at the end of each semester, utilizing a two-part questionnaire that includes multiple-choice questions on course evaluation and a section for student comments He also assesses students' understanding through a consolidation segment at the end of each class In contrast, Teacher 9 is hesitant to distribute questionnaires due to concerns about student reactions but prefers to review evaluation forms collected by the Faculties of Foreign Languages Both teachers received high scores from students in Questionnaire 1, with Teacher 7 scoring 3.65 and Teacher 9 scoring 3.30.
Teacher A, a young and new participant in a three-year English program, actively seeks student feedback, believing in the importance of a warm and friendly teacher-student relationship However, due to time constraints, he has not utilized a questionnaire for this purpose Instead, he gathers feedback by asking direct questions after each class to understand students' feelings about the lessons and teaching methods employed.
Teacher B, a new participant in a three-year English program, has previously experienced the value of student feedback from another initiative During that program, class monitors provided her with negative comments, indicating that her teaching style was difficult for students to understand This feedback prompted her to recognize the importance of gauging students' feelings and needs during the teaching process As a result, she now encourages her students to express their thoughts and wishes on paper, which they submit after four to five weeks of working with her.
The four interviewed teachers reported receiving minimal feedback from their colleagues, which can be attributed to the independent nature of their roles, where each teacher primarily focuses on their own class Interactions among teachers are infrequent, occurring mainly during formal class observation activities organized by the Deans Additionally, while teachers seldom request peer observations and feedback, they do actively seek input from their students.
SUMMARY OF FINDINGS
After analyzing the data gathered through Questionnaires 1, Questionnaire 2, and the interviews, I come to the following findings:
- The quality of the English teaching process at FFL of HUI at the time of research was fairly good, but not excellent
English majors in a three-year program prioritize enthusiasm, fairness, and a strong sense of responsibility from their teachers They value effective teaching methods tailored to their needs, emphasizing the importance of knowledge and skills impartation While they appreciate knowledgeable instructors, they do not expect them to possess extraordinary expertise.
Most English majors displayed a positive and constructive attitude in their survey responses, offering reasonable suggestions aligned with EFL theory that are relevant to the Vietnamese context All four English teachers who conducted surveys or considered student feedback acknowledged its value in enhancing their teaching methods Consequently, it is essential to promote the effective use of student feedback in HUI and similar institutions.