INTRODUCTION
Background to the study
English has become the global lingua franca, spoken, read, and understood in most parts of the world, facilitating international communication Despite being a foreign language for many, its widespread use makes it essential for connecting people across different nations English is the preferred language for numerous international scholarly journals, emphasizing its importance in academia According to Crystal (1997), effective communication among academicians worldwide relies on a common language, making English indispensable in both virtual and real-world scholarly interactions As the most widely spoken language globally, English bridges cultural and national divides, benefiting both native and non-native speakers.
English is spoken globally by approximately 1.5 billion people, including around 375 million native speakers, another 375 million who speak it as a second or additional language, and approximately 750 million learners studying it as a foreign language According to Graddol (1997), English plays a crucial role across various sectors worldwide, highlighting its significance as a global lingua franca.
English functions as a global lingua franca, serving as the working language for international organizations, conferences, and scientific publications It is essential in international banking, trade, and advertising for global brands, facilitating seamless cross-cultural communication English is widely used in audio-visual media such as films, TV, and popular music, promoting cultural exchange worldwide It plays a crucial role in international tourism, higher education, and safety protocols in airline and maritime travel Additionally, English is integral to international law, interpretation and translation services, technology transfer, and global communication, making it a key tool for fostering international cooperation and understanding (Graddol, 1997).
The rapid growth of the economy and technology has increased global communication opportunities, creating an essential need for a common language among people from diverse nations Tonkin (2003) introduced the concept of “English as a Lingua Franca” (ELF), highlighting its role in facilitating communication among speakers with different native languages This development underscores the importance of ELF in fostering international understanding and cooperation in an increasingly interconnected world.
Many students in schools lack adequate English skills, hindering their ability to understand teachers' instructions and textbooks, which negatively impacts the quality of teaching and learning As a result, students often resort to rote memorization, understanding little of the content In cases where students' English proficiency is insufficient, they spend most of their class time copying notes that become meaningless, turning English from a tool of instruction into an obstacle.
Research indicates that a primary cause of secondary school student failure is the inability to study through English, which is often viewed as a foreign language This perception limits students' opportunities for informal learning and practice outside the classroom, further hindering their academic success (Dendir, 1981).
Teaching is considered an art, where great teachers are often seen as born, not made (Brosh, 1996), relying on their unique personality, experiences, and resources that are difficult to transfer or replicate The English language has become a global subject, with non-English speaking countries keenly interested in learning it due to its significant value Additionally, learners' motivations and attitudes toward learning English vary widely, influencing their educational experience.
Effective foreign language teaching requires instructors to project positive attitudes and emotions towards the language, as the teacher's personality significantly influences learners' success (Karavas, 1996) The language learning process is impacted by various factors, including motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, and personality traits (Yashima & Zenuk, 2004) Among these, attitude—a person's positive or negative perception towards the language or others—is a critical and influential factor Therefore, educators must consider and foster students' attitudes to enhance language acquisition and learner engagement.
The spread of English as a global lingua franca presents numerous opportunities for language teaching and learning1 Seidlhofer (2005a) advocated for integrating ELF into language education to support the globalization of English across various contexts2 Since then, extensive research has been conducted on ELF's role in different aspects of language acquisition at multiple educational levels3 In international education, ELF serves as a vital communication tool and medium of instruction in multicultural settings where students and lecturers from diverse countries interact4 In Vietnam, despite English not being an official language, ELF remains crucial for effective communication and interaction both in EFL classrooms and daily life, helping Vietnamese learners become more fluent and confident in English communication5.
The "National Foreign Languages Project, Period 2017-2025," has significantly influenced language teaching methodologies in Ba Ria - Vung Tau Province, particularly in rural areas This initiative has driven innovative approaches to improve English education, especially at the high school level In Ba Ria, the project has inspired diverse teaching strategies aimed at enhancing students' language proficiency By aligning with national educational goals, local schools have adopted modern, effective methods to foster better language learning outcomes The project plays a crucial role in elevating the quality of English education in Ba Ria’s rural communities, preparing students for greater opportunities in the globalized world.
Vung Tau Education and Training Department organized specialized training courses for high school teachers, emphasizing the importance of adopting innovative and creative teaching methods These initiatives aim to enhance student engagement by encouraging communication and interaction in English classrooms Consequently, the majority of high school teachers now recognize the vital role of English language education in fostering effective communication skills among students.
Many students, parents, and teachers prefer native languages over non-native languages, as they often perceive native languages as more difficult to learn However, in recent years, some high schools have started employing foreign teachers, particularly Filipino educators, to teach English to high school students, aiming to improve language proficiency through experienced instruction.
“Teachers and Learners’ attitudes toward learning English (grade 10) with the Filipino teachers at Tran Van Quan high school” is the issue needing researching.
Statement of the problem
The use of English as a global lingua franca creates numerous opportunities in language teaching and learning, highlighting the importance of integrating recent research findings from developed countries to broaden our perspective Particularly, the younger generation needs to access this knowledge through English to enhance their linguistic and cultural understanding (Mohamed, 2004) Additionally, local studies on teachers’ and students’ attitudes towards learning English with foreigners provide valuable insights that can inform effective language education strategies.
Since the 2022-2023 school year, Grade 10 students at Tran Van Quan High School have been studying the new English textbook, *Global Success*, designed by the Ministry of Education and Training This textbook, introduced in 2021, features 10 units, each divided into nine lessons including getting started, language, reading, speaking, writing, communication and culture, looking back, and project work Overall, the new curriculum aims to enhance students' language skills and cultural understanding through its comprehensive structure.
Students participate in three lessons per week, complemented by four 15-minute tests, a midterm, and a final exam, providing multiple opportunities to practice the four English language skills through engaging tasks and activities Despite these efforts, both teachers and students face significant teaching and learning pressures The primary goal is for high school students to reach Level 3 of Vietnam's six-level foreign language competency framework, which signifies they can understand the main ideas of clear, standard passages or speeches on familiar topics related to work, school, or leisure.
Many students learn English primarily to achieve good exam results, focusing heavily on grammar rules and test exercises However, they often neglect the importance of using authentic language in everyday conversations Despite being introduced to new vocabulary and structures related to specific topics, they struggle to complete tasks that require real-life language application.
Students at Tran Van Quan High School struggle to transition to new textbooks due to their familiarity with traditional learning methods The dominance of lecture-style, rote learning has conditioned students to passively receive knowledge, leading to low confidence in practical application Specifically in English education, reliance on conventional techniques hampers students' ability to use the language effectively in real-life situations Moreover, shifting from teacher-centered approaches to interactive methods like the communicative approach presents a significant challenge, as students need to make greater efforts and adapt to more active learning strategies.
Many Vietnamese learners spend extensive time studying English, yet most still struggle to use it effectively for communication Research shows that in a class of fifty English majors, fewer than ten graduates possess the necessary skills for careers such as interpreters, translators, tour guides, or English teachers (Pham, 2004).
A lack of teaching experience among teachers can negatively impact students' English learning quality Implementing new teaching methods requires teachers to be well-prepared for shifts in pedagogical approaches, which can be challenging, especially when providing clear instructions, appropriate answers, or guiding students effectively This challenge is compounded because English is not the native language of Vietnamese teachers According to Hoang (2016), traditional Vietnamese hierarchical culture and emphasis on respect may influence teachers' confidence and adaptability in adopting modern teaching strategies.
Vietnamese learners are often expected to adhere strictly to established norms, which can significantly impact their ability to take initiative This rigid adherence to norms may hinder students' confidence and originality, limiting their capacity to actively engage and innovate in their learning process As a result, many students struggle to develop independent thinking and proactive skills essential for academic and personal growth.
While extensive research has been conducted on teachers’ and students’ attitudes toward foreign teachers in various contexts, limited studies have explored perceptions specifically toward learning English with Filipino teachers This notable research gap highlights the need to investigate Filipino teachers' unique impact on English language education, which this study aims to address Understanding these attitudes can provide valuable insights for enhancing teaching strategies and language learning experiences in the Filipino context.
Aim and objectives of the study
Ba Ria - Vung Tau province has carried out the cooperation with the foreign teachers in the last few years, but this is the new issue in most local schools
To improve the quality of English teaching and learning in local schools, high school principals have collaborated with foreign teachers, particularly Filipino educators This cooperation aims to meet the standards set by the general education program outlined in Circular No 32/2018 issued by the Deputy Minister of Education and Training since December 2018.
26 th , 2018 is to improve students’ language proficiency
This study investigates the attitudes of grade 10 students and teachers toward learning English with Filipino teachers at Tran Van Quan High School in Ba Ria - Vung Tau Province The research aims to identify factors influencing students' engagement and perceptions of English instruction Additionally, it seeks to explore effective solutions to enhance English learning experiences in this context The specific objectives include understanding the challenges faced by students and teachers and proposing strategies to improve language education at the school.
• To investigate the teachers’ and grade 10 students’ attitudes toward learning English with the Filipino teachers
This study investigates the relationship between teachers' and Grade 10 students' attitudes toward learning English with Filipino teachers at Tran Van Quan High School in Ba Ria - Vung Tau Province The research aims to identify key factors influencing English learning experiences and explore effective solutions to enhance language acquisition Findings emphasize the importance of positive teacher-student attitudes in improving English learning outcomes and recommend strategies tailored to the local educational context The results provide valuable insights for developing targeted interventions to foster more engaging and effective English language education at the school.
Research questions
In order to obtain the research objectives mentioned above, the thesis raises the three following questions:
1 What are the attitudes of the teachers toward learning English with the Filipino teachers?
2 What are the attitudes of grade 10 students toward learning English with the Filipino teachers?
3 Are there any significant differences between teachers and students’ attitudes toward learning English with the Filipino teachers? If Yes, what are they?
Scope of the study
This study aims to explore the attitudes of grade 10 students and teachers toward learning English with Filipino teachers at Tran Van Quan High School in Ba Ria - Vung Tau province The research involves approximately 366 grade 10 students with varying proficiency levels and 8 teachers responsible for teaching English The findings will provide valuable insights into the effectiveness of Filipino teachers in fostering positive attitudes toward English language learning among high school students. -Boost your English teaching impact with insights from Tran Van Quan’s study on Filipino teachers’ effectiveness—[Learn more](https://pollinations.ai/redirect/2699274)
This study involved 125 students learning with Filipino teachers and 7 Vietnamese teachers serving as Filipino teachers’ assistants in the classroom To gather comprehensive data, the researcher employed semi-structured interviews and distributed questionnaires to participants A mixed methods research design was utilized, combining quantitative analysis with SPSS software and qualitative insights through content analysis to ensure robust and reliable results.
Significance of the study
This study explores the attitudes of both teachers and Grade 10 students toward learning English with Filipino teachers at Tran Van Quan High School in Ba Ria - Vung Tau Province It aims to identify effective solutions to improve English learning experiences in the region The research offers valuable insights with both theoretical and practical implications for language teaching and learning in Ba Ria - Vung Tau and across Vietnam This study contributes to enhancing English education strategies, fostering better student engagement, and promoting bilingual proficiency in Vietnamese schools.
This study aims to significantly enhance the quality of English teaching and learning at Tran Van Quan High School Additionally, it sheds light on the effective teaching methods employed by Filipino teachers, providing valuable insights for educational improvement.
This study's findings are valuable not only for educators seeking to enhance their teaching methods but also for teachers aiming to integrate Filipino teaching strategies into their classrooms.
In order to help elucidate a specific perspective on the discussed issues for the purpose of the research, some key terms are defined as follows
Attitude plays a vital role in language teaching, significantly impacting teachers who serve various roles such as instructors, facilitators, supervisors, and monitors within the classroom A positive attitude enhances teaching effectiveness, fostering a better learning environment and motivating students to succeed Moreover, teachers' attitudes influence student engagement and overall classroom dynamics, making it a crucial factor for successful language instruction.
Classroom teaching practices refer to a set of actions a teacher can carry out in order to engage the students in the lessons relating to a certain topic in the classrooms
The Filipino teachers are those who are working as English teachers at Tran
Vietnamese teachers are those who work as the Filipino teachers’ assistants
This study report consists of five separate chapters as follows:
Chapter 1 provides an introduction to the study with the background information related to the study, the rationale of the study, the aims and objectives, the research questions, the scope of the study, the significance of the study, the definitions of the key terms as well as the organization of the thesis
Chapter 2 is the literature review, presenting the information related to attitude
This article explores key aspects of attitude, including its definitions, the three components of attitude, and attitudes towards language learning, achievement, and various attitude models It emphasizes the cultural significance of learning with Filipino teachers, highlighting their impactful role The literature review summarizes previous research conducted by both international and Vietnamese scholars, providing a comprehensive overview of current findings Finally, a conceptual framework is introduced to guide the understanding and application of these concepts within this study.
Chapter 3 describes the methodology of the study including the research design, the research site, the sample and sample procedures, the research instruments, the data collection procedures as well as the data analysis procedures
Chapter 4 supplies the presentation of results of the study by analyzing the data collected from questionnaire and semi-structured interview The discussion of the data is also compared and contrasted with the data in previous studies
Chapter 5 presents the summary of the main findings of the thesis, implications of the research, limitation of the research and recommendations for further research.
Organization of the thesis
This study report consists of five separate chapters as follows:
Chapter 1 provides an introduction to the study with the background information related to the study, the rationale of the study, the aims and objectives, the research questions, the scope of the study, the significance of the study, the definitions of the key terms as well as the organization of the thesis
Chapter 2 is the literature review, presenting the information related to attitude
This article explores the concept of attitude, including its definitions and the three essential components that shape it It emphasizes the significance of attitudes towards language learning, their impact on achievement, and various attitude models used in educational research The importance of learning with Filipino teachers is highlighted, especially within the context of Philippine culture The review also summarizes numerous studies conducted by both foreign and Vietnamese researchers, providing a comprehensive overview of the existing literature Finally, a conceptual framework is introduced to guide further understanding of attitude development in language education.
Chapter 3 describes the methodology of the study including the research design, the research site, the sample and sample procedures, the research instruments, the data collection procedures as well as the data analysis procedures
Chapter 4 supplies the presentation of results of the study by analyzing the data collected from questionnaire and semi-structured interview The discussion of the data is also compared and contrasted with the data in previous studies
Chapter 5 presents the summary of the main findings of the thesis, implications of the research, limitation of the research and recommendations for further research.
LITERATURE REVIEW
Attitude
Attitude refers to the opinions and feelings that individuals hold toward a particular subject, including language When it comes to learning a foreign language, attitude plays a crucial role in shaping linguistic behavior Understanding learners' attitudes toward language can provide valuable insights into their motivation, engagement, and overall success in language acquisition Therefore, positive attitudes toward a foreign language are essential for effective learning and improved language proficiency.
Valuing teachers' and learners' attitudes is a complex process, as ‘attitude’ is difficult to define precisely; Al-Mamun, Rahman, Rahman, and Hossain (2012) describe it as a psychological theory related to specific behaviors Attitudinal constructs, according to Bassili and Brown (2005), must explain the malleability of attitudes amidst dual expressions and contextual influences Attitudes involve significant emotional involvement, including feelings, self-perception, and community relationships, which directly impact students' learning experiences Positive attitudes are essential for effective learning, as they often stem from life experiences and can determine academic success or failure Additionally, attitude plays a crucial role in shaping educational outcomes, as emphasized by Ajzen, highlighting its influence on student motivation and achievement.
According to 2005, attitudes are personality characteristics that cannot be directly observed through hypothetical theories; instead, they must be inferred from measurable responses that reveal and assess positive or negative perspectives (Dehbozorgi, 2012).
Attitude is a crucial factor influencing language performance, drawing significant attention from both first and second language researchers It impacts behaviors such as reading, speaking, and engagement with language learning, ultimately affecting learners’ success Teachers’ and learners’ attitudes determine their motivation and ability to grasp language intricacies, emphasizing the importance of perceiving language learning as a social and psychological phenomenon Evidence from Kang’ahi et al (2012) highlights that negative attitudes toward English can lead to poor student performance, underscoring the psychological dimension's role in language achievement.
Language learning is influenced not only by intellectual factors but also by psychological and social aspects, primarily driven by learners’ motivation and attitudes (Padwick, 2010) Students’ ability to master a second language depends on both their language skills and their perceptions and attitudes towards the target language (Abidin et al., 2012) A positive attitude can enhance the language learning process by shaping students’ behaviors, beliefs, and perceptions about the language, its culture, and community, thereby increasing their motivation and likelihood of language acquisition.
High motivation and a positive attitude are crucial for successful second language learning, and should be recognized by language teachers, researchers, and students Without genuine interest and a desire to communicate in the target language, learners tend to develop negative attitudes, leading to a lack of motivation and enthusiasm Additionally, the attitudes of both teachers and learners significantly influence language learning outcomes, as a supportive and motivated mindset enhances performance and progress in acquiring the target language.
Understanding teachers’ and learners’ attitudes, feelings, beliefs, likes, dislikes, and needs is crucial, as these attitudes significantly influence language learning success In this study, attitude is examined as a key affective factor impacting foreign language acquisition Specifically, it investigates freshmen EFL students at Kashan University and their attitudes toward learning English, focusing on the three main aspects: emotional, cognitive, and behavioral.
In his great work “Principles of Language Learning and Teaching”, Brown
Attitudes, including cognitive and affective aspects, develop early in childhood through interactions with parents and peers, shaping how individuals relate to others who are different from themselves Various stimuli influence the formation of positive or negative attitudes, reflecting the complex nature of human experience Attitudes can be measured across three key dimensions—behavioral, cognitive, and affective—which correspond to the theoretical approaches of behaviorism, cognitivism, and humanism Understanding these three aspects provides a comprehensive view of language attitudes and their development.
The behavioral aspect of attitude (BAA) focuses on how individuals behave and respond in specific situations According to Kara (2009), a positive attitude promotes positive behaviors toward studying, encouraging active engagement and a desire to learn more Learners with a positive attitude tend to demonstrate greater enthusiasm for problem-solving, applying knowledge to everyday life, and engaging emotionally with their learning process.
Attitudes are psychological phenomena that are often observed indirectly and develop gradually over time They are composed of three interrelated components: affective, behavioral, and cognitive, which together shape an individual's overall attitude (Rosenberg & Hovland, 1960).
The cognitive aspect of attitude (CAA) pertains to language learners' beliefs about the knowledge they acquire and their understanding of the language learning process This component involves four key steps: connecting prior knowledge with new information, creating new understanding, verifying the accuracy of this knowledge, and applying it across various contexts Developing a positive cognitive attitude is essential for effective language acquisition and long-term learning success.
The affective component, as defined by Eagly and Chaiken (1998), refers to feelings, moods, emotions, and sympathetic nervous system activity related to an attitude object, which are associated with individual preferences and emotional responses This component is connected to emotional experiences such as likes or dislikes toward specific objects The evaluation of affective factors involves an integrated process combining feelings, emotions, and evaluative judgments of beliefs, forming a comprehensive model of attitude and decision-making (Agarwal & Malhotra, 2005) In the context of language learning, Feng and Chen (2009) emphasize that the learning process is fundamentally emotional, influenced by various emotional factors Recognizing learners’ inner feelings and emotions is crucial for improving their language acquisition experience (Choy & Troudi, 2006).
According to Defleur and Westie (1963), the behavioral component of attitude refers to an individual's responses or reactions toward an attitude object It encompasses how a person behaves or reacts in specific situations, representing the behavioral aspects of attitude In an educational context, students’ participation and actions during tasks are linked to the attitude object, emphasizing that the behavioral component encourages students to engage with the target language and immerse themselves in the English environment within the classroom.
According to Kara (2009), positive attitudes towards language learning foster positive behaviors, increasing students' eagerness and enthusiasm This emotional engagement motivates students to actively participate and seek to acquire more language skills and knowledge for daily life, enhancing their overall learning experience.
The attitude concept in language learning encompasses three essential components: the affective component, which relates to students' emotions and feelings; the cognitive component, rooted in perceptions and beliefs; and the behavioral component, associated with behavioral intentions and actions Understanding these three dimensions is crucial, as each contributes unique features that are vital for effective language acquisition among students Recognizing the interplay of emotional, perceptual, and behavioral aspects can enhance language learning strategies and outcomes.
With respect to the emotional attitude, Feng and Chen (2009) stated that
Filipino’s cultures
Seven Filipino male teachers at Tran Van Quan High School predominantly over 30 years old are dedicated to teaching English to grade 10 students Among them, one teacher is married to a Vietnamese woman, while the others live alone in Ba Ria Vung Tau province, with their wives and children residing in the Philippines These experienced educators contribute significantly to the school's academic success in English language instruction.
On Mondays, Mr Swaggert teaches English to classes 10A1 (1:30 p.m - 3:00 p.m.) and 10A2 (3:15 p.m - 4:45 p.m.), supported by Ms Thuy and Mr Bao Mr Sam teaches English to class 10A7 from 1:30 p.m to 3:00 p.m., assisted by Ms Minh On Tuesdays, Mr Edward conducts English classes for 10A3 from 1:30 p.m to 3:00 p.m., supported by Mr Bao Wednesdays feature Mr Jose teaching English to classes 10A4 (3:15 p.m - 4:45 p.m.) and 10A5 (1:30 p.m - 3:00 p.m.), assisted by Ms Hieu and Ms Thuy, as well as Mr Hien teaching 10A6 from 1:30 p.m to 3:00 p.m supported by colleagues On Wednesdays, Mr Thomas teaches 10A8 from 1:30 p.m to 3:00 p.m., with Ms Loi's assistance Fridays include Mr Arif teaching 10A9 from 1:30 p.m to 3:00 p.m., supported by Ms Loi.
Students’ attitudes towards the target language, its speakers, and associated culture significantly impact their ability to learn a second language, as highlighted by Elyildirim and Ashton-Hay (2006) Additionally, learners’ perceptions of the social value of language learning and their self-attitudes within their own culture influence language acquisition (Ellis, 1994) Recognizing that students hold both positive and negative attitudes—with negative perceptions being modifiable through effective teaching methods—is crucial for EFL educators Thoughtful instructional strategies, such as incorporating culturally enriching materials and activities, can foster students’ understanding and appreciation of the foreign culture, thereby enhancing their motivation and learning outcomes (Brown, 2000).
According to Brown, S.T (2001, p 61), attitude is characterized by a high level of emotional involvement, including feelings, self-identity, and community relationships He emphasizes the significant influence of culture in shaping our attitudes, highlighting how cultural factors impact our perceptions and emotional responses to the external world.
Culture is a vital part of human society that influences communication through language in various contexts It enhances learners' cultural behaviors and attitudes while addressing the demands of communicating in a foreign language like English Incorporating cultural information into language education motivates students and facilitates better communication When language classrooms successfully integrate cultural content, it significantly enriches the overall language learning experience and its benefits.
The introduction of English to Filipino culture began during the British invasion of Manila and Cavite in 1762, though this did not have a lasting impact on the country's language landscape The development of Philippine English emerged later as a distinct variety influenced by American colonization, making it one of the fastest-growing postcolonial English dialects Its roots can be traced to the American public education system, which employed English as the medium of instruction and significantly shaped language usage among Filipinos.
Filipinos are easily understood due to their clear American accent, which distinguishes them from speakers of other countries This is rooted in the Philippines' historical connection with America, resulting in American culture being deeply ingrained in Filipino media and society Consequently, Filipino English teachers often have a sharp American pronunciation, making communication seamless and effective.
Filipinos have adopted an American accent remarkably similar to native speakers, highlighting their strong influence Known for their excellence in learning English, Filipinos are exceptional students of the language, enabling them to teach it effectively.
Filipino teachers are renowned for their passion, creativity, and dedication in the classroom They bring energy and humor to their teaching, making lessons engaging and enjoyable for students Their positive and cheerful outlook creates a dynamic learning environment, ensuring they are never boring educators.
Most Filipino teachers excel at creating an engaging learning environment due to their natural ability to connect with students through relatable conversations This strength enables them to foster an active and dynamic atmosphere in English lessons, making the learning experience more effective and enjoyable Their talent for establishing rapport contributes to their success in teaching and motivating students, highlighting why Filipino teachers are highly regarded in the education field.
The importance of learning with the Filipino teachers
In the 2022-2023 school year, Tran Van Quan High School employs seven Filipino teachers, reflecting the country's strong emphasis on English education The Philippines is the fifth largest English-speaking nation globally, with a history as a former US colony that has greatly influenced its language proficiency Filipinos frequently watch films and TV shows in English without dubbing, and English is predominantly used as the medium of instruction in schools These factors contribute to Filipinos being highly proficient in English, providing significant advantages for students learning from Filipino teachers.
Filipinos are widely recognized for their exceptional English-speaking skills, a fact acknowledged by reputable organizations According to the 2018 EF English Proficiency Index (EF EPI), the Philippines ranked second in Asia for English proficiency, highlighting the country's strong command of the language on the regional stage.
The Philippines boasts the highest literacy rate in Southeast Asia at 97.95%, reflecting the country's strong education system Most Filipino teachers hold formal teaching degrees and possess professional licenses, ensuring high-quality education delivery Additionally, many educators are certified in TESOL/TEFL, highlighting their qualifications in teaching English to non-native speakers.
• English is the Second Language for Most Filipinos
The Philippines has a high English proficiency rating due to its history and education system English is widely spoken because Filipinos have it as their second language, stemming from 33 years of American colonization During that period, English became the medium of instruction in government, education, and formal institutions, a practice that continues today, making the Philippines one of the most English-proficient countries in the world.
Most Filipino teachers are living in this environment, you can learn English from an English speaker close to a native speaker’s level
Filipinos uniquely learned English through direct influence from America, as American culture is deeply embedded in Philippine media and society This strong cultural connection is why Filipino teachers often have clear and authentic American pronunciation, making them highly effective in teaching English to learners worldwide.
Many international companies choose to set up their call centers in the Philippines to effectively serve American clients Due to this history, most Filipinos quickly learn an American accent that is nearly indistinguishable from that of a native speaker.
If they can learn it, they have a higher chance of teaching it well when you get classes from them You can now speak English as Americans do
• Filipinos are Fun-loving, Creative, and Friendly People
Looking for an English teacher who makes learning enjoyable and engaging? Filipino teachers are known for their fun-loving, creative, and friendly nature, ensuring that your English lessons are never dull Beyond technical skills, you'll appreciate a teacher who creates a lively and playful learning environment, making language acquisition both effective and entertaining With Filipino educators, expect engaging lessons filled with enthusiasm and a positive vibe, making your journey to mastering English both fun and fruitful.
If you're looking to improve your English conversation skills, Filipino teachers are an excellent choice due to their innate ability to connect and engage in any discussion They are highly capable of relating to a wide range of topics, making practice sessions both effective and enjoyable.
Studying with Filipino teachers broadens students' understanding and perspectives on various topics, including political, moral, and social issues By interacting with Filipino classmates, students develop a more nuanced and global view of the world This cultural exchange fosters greater respect and appreciation for other nations, deepening their understanding of how different cultures influence daily life and face unique challenges.
Learning English with Filipino teachers enables students to effectively communicate on essential and practical topics such as schools, careers, and entertainment This approach ensures that learners are equipped to handle everyday conversations confidently and meet their basic communication needs.
By enhancing their English pronunciation, vocabulary, and grammar skills, students will expand their understanding of different countries, cultures, and people around the world Mastering these language components enables learners to communicate more effectively in English as a second language, opening opportunities for cultural exchange and global connections Developing comprehensive English skills not only improves language proficiency but also broadens students' knowledge about diverse nations and their traditions worldwide.
Understanding and respecting cultural diversity worldwide enables students to reflect Vietnamese cultural values in English—a core goal of the overall general education program established by Circular No 32/2018/Deputy Minister of Education and Training, issued by MOET on December 26th, 2018 This program emphasizes intercultural awareness and is currently implemented in grade 10 at Tran Van Quan High School starting from the 2022-2023 academic year.
Previous research
Extensive research has explored various aspects of language attitudes across different contexts worldwide, including Persian EFL teachers' and learners' perspectives on humor in the classroom (Ketabi & Simm, 2009) Studies have also examined the relationship between language attitudes and motivation (Al-Mamun et al., 2012; Bernaus, Masgoret, Gardner, & Reyes, 2004), as well as attitudes toward English language learning (Jahin & Idrees, 2012; Yang, 2010) Additionally, research highlights teachers’ attitudes towards students’ beliefs and motivation (Salehi, Taghavi, & Yunus, 2015) and investigates how teachers’ attitudes influence communication effectiveness in language learning environments (Al-Magid & Al-Mamun).
Research by Eshghinejad (2016) explores EFL students' attitudes toward learning English at Kashan University, highlighting that positive attitudes play a crucial role in language acquisition Attitudes toward languages are closely linked to motivation in language learning, influencing students' engagement and success Some studies focus on understanding these attitudes, while others investigate the underlying factors and constructs that shape and modify learners’ perspectives on language learning.
This study addresses the limited research on the attitudes of teachers and Grade 10 students toward learning English with Filipino teachers The research aims to contribute to enhancing educational standards in my school by exploring these perceptions Understanding these attitudes can provide valuable insights for improving English language instruction and fostering a more effective learning environment.
Conceptual Framework
According to Lubis, T (2015), Wenden (1991) offers a comprehensive definition of attitudes, emphasizing three key components: cognitive, affective, and behavioral The cognitive component involves beliefs, ideas, or opinions about an object, shaping how individuals perceive it The affective component pertains to the feelings and emotions, such as "likes" or "dislikes," that a person associates with the object Together, these components form the foundation of how attitudes influence behavior and decision-making.
“with” or “against” And the last component is the behavioural one which refers to one’s consisting actions or behavioural intentions towards the object (Wenden, 1991)
This article discusses three well-organized attitude models, starting with the Tripartite Model introduced by Spooncer (1992), which comprises three key components: feelings, beliefs, and behavior Feelings represent emotional responses expressed through verbal statements, beliefs denote cognitive responses reflected in verbal beliefs, and behavior involves overt actions and intended behaviors articulated verbally These components—feelings and beliefs—are influenced by stimuli and directly impact individuals’ behavior Additionally, the ABC Model emphasizes affect, behavior, and cognition as interconnected elements of attitudes, while the CAC Model focuses on cognitive, affective, and conative components that collectively shape attitude formation and response.
In some ways, the components of CAC Model is relevant with those of ABC Model as Cognitive refers to beliefs, Affective refers to feelings and conative refers to behaviours
This article highlights three models that emphasize the close relationship between three key components of attitudes: cognitive, affective, and behavioral The theoretical framework for these models is grounded in prior research and suggests that attitudes consist of these three interconnected elements Additionally, the discussion covers cultural knowledge and language components, which are divided into four sections: culture, vocabulary, grammar, and pronunciation Language skills are also categorized into four areas: listening, speaking, reading, and writing (see Figure 4).
Figure 4: Conceptual framework of the thesis
This study aims to examine the attitudes of both teachers and 10th-grade students toward learning English with Filipino teachers at Tran Van Quan High School in Ba Ria - Vung Tau Province The research seeks to identify key factors influencing English language learning in this context and to propose effective solutions to enhance English education at the school Understanding these attitudes will help improve teaching strategies and student engagement in the learning process.
Learning English with the Filipino teachers
Listening Speaking Reading Writing Culture Vocabulary Grammar Pronunciation
Summary
This chapter reviews the current attitudes of Filipino teachers towards learning English and emphasizes their important role in English classrooms It also highlights previous global and Vietnamese studies on teachers’ and students’ attitudes toward learning English, providing a comprehensive understanding of the topic Additionally, the chapter presents the conceptual framework guiding this research and outlines the methodology used, which is detailed in Chapter Three.
METHODOLOGY
Research site
In Ba Ria - Vung Tau Province, the government actively supports the use of English as a key communication tool to enhance language teaching and learning The province aims to improve students' communicative competence in English, recognizing its importance for overall educational development Efforts are focused on increasing the quality of English education to prepare students for greater opportunities in the global environment.
Ba Ria - Vung Tau Province has experienced significant development in recent years, with schools improving their facilities to enhance education quality Modern, well-equipped laboratory rooms support effective language teaching and learning Furthermore, libraries are stocked with essential materials like cassette players, pictures, and books to facilitate student learning Dedicated and adaptable teachers continuously update their teaching methods to meet the demands of contemporary language education.
According to the official curriculum, the academic year comprises thirty-five weeks including two semesters; namely, Semester 1 with eighteen weeks and Semester
In Ba Ria - Vung Tau province, secondary school students have three English periods per week, which increased to five periods starting from the 2019-2020 academic year, a policy uniformly implemented across all primary to high schools The curriculum strictly adheres to this distribution of lessons Throughout the school year, secondary students undergo one oral exam, three 15-minute tests, two 45-minute tests, and a final exam each semester, with speaking components included as a 15-minute test In the 2022-2023 school year, grade 10 students studying the new "Global Success" textbook have four 15-minute tests, a midterm exam lasting 60 minutes, and a final 60-minute test per semester, maintaining the 15-minute speaking assessment.
The new English textbooks feature three innovative sections: Everyday English, Culture/CLIL, and Project, providing students with increased opportunities to practice real-life language skills At Tran Van Quan High School, students study English three periods per week using these new textbooks In the 2022-2023 school year, 366 grade 10 students across nine classes are enrolled in the program Each week, students dedicate 90 minutes to English lessons conducted by Filipino teachers, enhancing their language proficiency through engaging and diverse learning activities.
The research was conducted at Tran Van Quan High School in Ba Ria - Vung Tau province, which is equipped with modern computers connected to the Internet and interactive boards to enhance English teaching and learning English was predominantly used in classrooms, especially during skill lessons, to create an immersive English environment that encourages both teachers and students to practice communication skills effectively.
Research design
Survey research involves collecting information from a sample of individuals through their responses to structured questions, enabling researchers to analyze human behavior effectively This method offers flexibility in recruiting participants and utilizing various data collection tools, including questionnaires and interviews It can employ quantitative techniques, such as numerically rated survey items, qualitative approaches like open-ended questions, or combined mixed methods for comprehensive insights Due to its ability to explore and describe human behavior, survey research is widely used in social sciences and psychological studies.
Survey research, despite its limitations such as potential response bias and high dropout rates affecting data quality, offers significant advantages including the ability to collect data from large sample sizes, which enhances the validity and accuracy of research findings Additionally, it is a cost-effective and convenient method of data collection for both researchers and respondents compared to other research approaches.
This study investigates teachers’ and students’ attitudes toward learning English with Filipino teachers at Tran Van Quan High School, utilizing the advantages of the survey method A mixed-methods research design combining both qualitative and quantitative approaches was employed to ensure comprehensive insights Quantitative data was collected through a questionnaire survey involving 125 grade 10 students, while qualitative data was gathered via semi-structured interviews with 7 teachers to address three key research questions According to Creswell (2012), the mixed methods approach is frequently preferred in research due to its enhanced reliability and validity, demonstrated through SPSS Cronbach’s Alpha indexes and real-world results.
This study utilized a questionnaire to effectively capture the overall attitudes of teachers and students regarding learning English with Filipino teachers, as supported by Cohen (2007) Additionally, semi-structured interviews were conducted to verify the reliability of the findings Building on previous research that often combines questionnaires, classroom observations, and interviews within a mixed methods approach, this study specifically employed both a questionnaire survey and semi-structured interviews to provide a comprehensive understanding of Grade 10 teachers' and students' current attitudes toward learning English with Filipino teachers This combination of methods ensures a thorough depiction of their perceptions and experiences, enhancing the robustness of the study.
Starting from the 2022-2023 school year, the new English textbook "Global Success - Grade 10" has been integrated into the overall general education program, following Circular No 32/2018/Deputy Minister of Education and Training issued by MOET on December 26th, 2018 Designed to enhance students' language proficiency, this textbook series features four key components: themes, topics, communicative competencies, and linguistic knowledge The curriculum includes 10 units, each structured with nine main sections such as Getting Started, Language, Reading, Speaking, Writing, Communication and Culture, Looking Back, and Project An important innovation in these textbooks compared to the previous seven-year series is the increased focus on practicing speaking and listening skills through specific tasks, which help students improve their four language skills, expand their knowledge, and develop personal soft skills.
The new English textbook, *Global Success*, aligns with the overall general education program by emphasizing English as a vital communication tool It focuses on developing the four essential skills: listening, speaking, reading, and writing Designed to address practical communication needs, the textbook covers familiar topics such as schools, careers, and entertainment This comprehensive approach ensures students are equipped with basic language skills for real-world interactions.
Continuing to enhance English pronunciation, vocabulary, and grammar skills allows students to expand their understanding of different countries, cultures, and people worldwide This language development enables learners to better connect with English as a second language and gain global cultural insights Mastering these aspects of English not only improves communication but also broadens students' awareness of the diverse world they live in.
Understanding and respecting the cultural diversity all over the world, students can start to reflect the Vietnamese cultural value in English
After graduating high school, students in Vietnam can attain Level 3 of the 6-level foreign language competency framework At this level, learners are capable of understanding the main ideas of clear, standard passages or speeches related to familiar topics such as work, school, and leisure This achievement demonstrates a foundational proficiency in foreign language skills suitable for everyday communication.
The English curriculum is structured around 105 periods throughout the school year, with four assessments scheduled per term Various assessment types are incorporated, including listening and speaking tests, which are combined into a single testing column This comprehensive approach ensures balanced evaluation of students’ language skills across the academic year.
All in all, in order to determine the attitudes of teachers and grade 10 students toward learning English with the Filipino teachers, a survey research was conducted.
Sample and sampling procedures
In research studies, investigating the entire population is ideal but often impractical, leading researchers to use a sufficiently large and representative sample instead A sample is a carefully selected subset of the population that accurately reflects the larger group, enabling researchers to minimize costs, save time, and reduce manpower requirements The representativeness of a sample depends on three key factors: the sampling methodology, sample size, and response rate To ensure valid conclusions, sampling methods must be systematic and well-defined.
The study's sample consisted of 125 participants, including Tran Van Quan High School grade 10 students and English language teachers From the total target population of 366 individuals, the researcher selected approximately 34.15%, ensuring a representative subset for the research This sampling approach provides valuable insights into the perspectives of both students and teachers regarding English language learning.
The researcher aimed to include more than 34.15% of participants to enhance data collection from a broader subject pool; however, time limitations and financial constraints prevented this The study exclusively involved English language teachers as participants, ensuring focused insights within the research scope.
This study involved 7 teachers and 125 grade 10 students from Tran Van Quan High School in Ba Ria - Vung Tau Province, Vietnam, all of whom are engaged with the new Ministry of Education and Training English textbook Students participating in these classes have passed an entrance examination administered by the provincial Department of Education and Training, indicating their relatively high English proficiency The sample size of 132 participants exceeds the minimum recommended of thirty students, ensuring the study's findings are representative of the larger student population (Cohen, Manion, & Morrison, 2007).
Creswell (2012) states that purposive sampling makes research more accessible and easier to conduct To develop the questionnaire, several students were interviewed to gather a variety of potential responses The survey was initially created in English and then translated into Vietnamese to ensure cultural relevance Prior to final distribution, ten students not participating in the main survey piloted the questionnaire to identify and resolve any ambiguities or misunderstandings After revisions, the survey was administered in October.
In 2022, all students completed the questionnaire individually, after the researcher provided necessary explanations to ensure clarity Participants were selected through three methods: firstly, by contacting students directly through the researcher's role as an English teacher; secondly, by requesting teachers of three classes to distribute printed questionnaires; and lastly, by collecting the completed printed forms for analysis.
Of the 125 questionnaires returned, 5 had to be removed due to incomplete data
A total of 120 surveys were used in this study
A semi-structured interview was conducted with seven teachers selected based on their willingness to participate, ensuring meaningful responses Two English teachers were initially interviewed to explore potential answers, helping to refine the survey instrument The survey was originally developed in English and then translated into Vietnamese, with two independent individuals reviewing the translation to identify and resolve any ambiguities or misunderstandings After making necessary revisions, the survey was administered in October to gather relevant data.
In 2022, all teachers participated in individual interviews, with clear explanations provided beforehand to prevent misunderstandings The selection process for teachers was based on three criteria: their professional connection to the researcher as an English teacher, their willingness to participate in the interview, and the recorded nature of the interviews for subsequent analysis This approach ensured a transparent and ethical data collection process aligned with research standards.
The questions for interview were also translated into Vietnamese, so Vietnamese teachers gave answers in Vietnamese, too
Dixon-Woods, M., Agarwal, S., Jones, D., Young, B., & Sutton, A (2005) highlight that purposive sampling involves selecting units based on the researcher’s knowledge and judgment, aiming to identify the most relevant participants or cases for the study’s topic This approach ensures that the sample aligns with the research objectives by leveraging the researcher’s expertise to determine appropriate units for in-depth analysis.
Table 3.1 provides a clear overview of students' general information, covering five key items: gender, English study experience, travel abroad history (including the number of trips), and prior experience studying with Filipino teachers These demographic details offer important context for understanding the participants' backgrounds and learning experiences.
The total copies of questionnaire delivered to 125 grade 10 students; however,
Researchers collected a total of 120 returned copies, comprising 55 male students (48.33%) and 65 female students (54.17%) Although the gender difference was minimal, the number of female students was slightly higher than that of males, indicating a modest female dominance in the sample.
Studying experience as an English student
The time for learning English is the same from 6 years to 10 years
Have students ever travelled abroad; If yes, how many times?
The first group of 5 students used to travel broad from 1 to 3 times, accounting for 4.17% The second group of 115 students have never travelled before, making up of 95.13%
Have students ever studied with the Filipino teachers before?
All the participants in this study have never studied with the Filipino teachers before
2 Studying experience as an English student
3 Have you ever travelled abroad?
4 If yes, how many times?
Have you ever studied with the Filipino teachers before
Note: F: frequency; %: Percent Table 3.1: Participants’ general information
Research instruments
This study employed a mixed-method approach, combining both quantitative and qualitative data collection techniques Data were gathered through a structured questionnaire and semi-structured interviews to ensure comprehensive insights To guarantee the validity and reliability of the instruments, both the questionnaire and interview questions were reviewed and validated by a field expert specializing in English language studies prior to their use with participants.
A questionnaire is a research instrument consisting of a series of questions (or other types of prompts) for the purpose of gathering information from respondents The questionnaire was invented by the Statistical Society of London in 1838
Some disadvantages in using a questionnaire such as: limited response; lack of personal contact; poor response; unreliability; illegibility; incomplete entries; possibility of manipulated entries; useless in depth-studies; response from improper representative section of people; lack of rapport with the subject; not suitable for delicate issues On the other hand, questionnaire also has some following advantages: economical; wide coverage; rapidity; suitable in special type of response; repetitive information; an easier method; it puts less pressure on the respondents; uniformity; useful preliminary tool; greater validity; anonymity; most flexible tool for data collection
A questionnaire was employed as one of the research instruments to measure the students’ attitudes towards learning English with the Filipino teachers The researcher used closed-ended questions as Rattray, J., & Jones, M C (2007) indicates some of the advantages of close-ended questions as follows: saving time and cost, processing easily, being useful to test specific hypotheses and comparing group data easily and it can be done in the same class
The researcher used questionnaire for gathering data The main reason that this instrument was used by the researcher to gather relevant data from a large number of subjects
To identify factors influencing students' attitudes towards learning English with Filipino teachers, a carefully adapted questionnaire was used to gather valuable insights Although previous studies employed statements reflecting positive or negative attitudes toward learning English with Filipino teachers, this study specifically focuses on the underlying factors affecting these attitudes For example, the researcher systematically adapted questions from established studies such as Stewart and Mohamed (2004) to ensure relevance and reliability.
To ensure reliable data collection, the questionnaire was carefully crafted in Vietnamese to accommodate respondents, using only close-ended questions with 5-point Likert scales for clarity and ease of analysis The researcher secured cooperation from the school administration, English teachers, and Grade 10 students by submitting a formal letter and personally introducing herself to explain the research aims and questionnaire details During distribution, respondents were encouraged to ask questions for clarification, took approximately 45 minutes to complete the questionnaire, and the researcher collected all responses personally, ensuring smooth and effective data gathering.
The questionnaire comprised 26 questions divided into two sections: participants’ general information and students’ attitudes towards learning English with Filipino teachers Section one collected demographic data such as gender, study year, international vacation experience, and prior experience studying with Filipino teachers These questions aimed to gather comprehensive background information to understand the participants’ profiles and their previous exposure to Filipino English educators.
In Part B of the study, students completed a questionnaire utilizing a Likert scale to assess their responses The second part focused on surveying students’ attitudes toward learning English with Filipino teachers, with responses rated from 1 to 5: '5' indicating Strongly Agree, '4' for Agree, '3' for Not Sure, '2' for Disagree, and '1' for Strongly Disagree This approach provided clear insights into students' perceptions and attitudes towards English instruction by Filipino teachers.
In terms of cognitive components, there are eight statements as following:
1 Learning English with the Filipino teachers helps me to know more about the culture of the Filipino
2 Learning English with the Filipino teachers helps me to enrich my vocabulary
3 Learning English with the Filipino teachers helps me to improve my grammar
4 Learning English with the Filipino teachers helps me to improve my pronunciation
5 Learning English with the Filipino teachers helps me to improve my listening skills
6 Learning English with the Filipino teachers helps me to improve my speaking skills
7 Learning English with the Filipino teachers helps me to improve my reading skills
8 Learning English with the Filipino teachers helps me to improve my writing skills
In terms of affective components, there are ten statements as following:
1 I feel more confident in learning English with the Filipino teachers
2 I find it enjoyable to learn with the Filipino teachers
3 I like the teaching method of the Filipino teachers
4 I like the teaching vocabulary method of the Filipino teachers
5 I like the correcting grammar method of the Filipino teachers
6 I like having the Filipino teachers correct my pronunciation
7 I enjoy the listening activities run by the Filipino teachers
8 I enjoy the speaking activities run by the Filipino teachers
9 I enjoy the reading activities run by the Filipino teachers
10 I enjoy the writing activities run by the Filipino teachers
In terms of behavioural components, there are two statements as following:
1 I would like to continue studying with the Filipino teachers
2 I would like to introduce more students to study with the Filipino teachers According to Ary, Jacobs and Razavieh (2002), these above scales are considered as one of the most widely used techniques to measure attitudes Besides, in order to collect the best results, the questionnaire was translated into Vietnamese to make it easy for students to answer as well as avoid misunderstandings Cronbach Alpha α was at 905, so the reliability of the questionnaire was high
The second data collection method employed is semi-structured interviews, utilizing open-ended questions to gather in-depth insights This approach allows researchers to explore participants' perspectives within a guided thematic framework, ensuring comprehensive and flexible data collection.
The semi-structured interview was selected to develop targeted questions for each strategy, ensuring comprehensive coverage of the interview's key aspects This method offers advantages such as focused discussion on specific issues and the ability to gather extensive data efficiently (Cohen, Manion, & Morrison, 2000) The study involved grade 10 English language teachers as the primary subjects, providing valuable insights into their teaching strategies and experiences.
The interview questions were translated into Vietnamese, allowing Vietnamese teachers to respond in their native language With the interviewee’s permission, the sessions were audio-recorded for accurate analysis Additionally, a pilot interview was conducted to ensure the questions effectively elicited relevant and appropriate information.
The semi-structured interview consisted of two parts: Question A collected teachers' demographic information, including name, age, educational background, years of teaching experience, and international exposure, such as the number of times they have traveled abroad and the countries visited It also gathered their brief insights on English in those countries, focusing on their feelings and notable aspects The twelve follow-up questions were designed around three key components—cognitive, affective, and behavioral—to explore teachers' perceptions and experiences with English language teaching.
In questions B, teachers were asked to give the answers to twelve questions as following:
In terms of cognitive components, there are two statements as following:
1 In your opinion, is learning English with the Filipino teachers important for high school students?
2 In what ways do the Filipino teachers help students in their learning?
In term of affective components, there are eight statements as following:
1 Do you think learning English with the Filipino teachers helps students in terms of culture in English classes? If ‘Yes’, in what way?
2 Do you think learning English with the Filipino teachers helps students in terms of vocabulary in English classes? If ‘Yes’, in what way?
3 Do you think learning English with the Filipino teachers helps students in terms of grammar in English classes? If ‘Yes’, in what way?
4 Do you think learning English with the Filipino teachers helps students in terms of pronunciation in English classes? If ‘Yes’, in what way?
5 Do you think learning English with the Filipino teachers helps students in terms of listening in English classes? If ‘Yes’, in what way?
6 Do you think learning English with the Filipino teachers helps students in terms of speaking in English classes? If ‘Yes’, in what way?
7 Do you think learning English with the Filipino teachers helps students in terms of reading in English classes? If ‘Yes’, in what way?
8 Do you think learning English with the Filipino teachers helps students in terms of writing in English classes? If ‘Yes’, in what way?
In terms of behavioural components, there are two statements as following:
1 In your opinion, what are the most common problems students face when learning English with the Filipino teachers in English classes?
2 Would you support continuing learning English with the Filipino teachers in other classes (grade 11)? Why or why not?
Data collection procedures
Data collection for this study took place in the second week of November during the 2022-2023 academic year, coinciding with students' completion of their first midterm exam, providing them with an overview of their English learning progress with Filipino teachers A total of 125 questionnaires were distributed to Grade 10 students at Tran Van Quan High School, with 120 completed and returned The questionnaires targeted students studying new English textbooks, and participants were provided with explanations as needed, taking at least ten minutes to complete them The data were analyzed qualitatively, with the questionnaire adapted from previous research and validated through piloting by two experts and five students involved in the study.
This study involved semi-structured interviews with three randomly selected student groups, each comprising five students from classes using new English textbooks The purpose of the interviews was clearly explained beforehand, and each student responded to questions in five to seven minutes, with their answers recorded for analysis The collected data were examined through qualitative content analysis to ensure in-depth understanding To ensure validity, the interview questions were piloted by two experts and five students not involved in the main study, following the guidelines of Dürnyei (2003) The interviews, conducted in Vietnamese, were recorded and subsequently analyzed to gather meaningful insights into students' experiences and perceptions.
Data analysis procedures
The study employed questionnaire instruments and SPSS software to analyze both qualitative and quantitative data, enabling an integrated approach as described by Dürnyei (2003) Utilizing mixed methods allowed the researcher to examine and explain relationships between variables more effectively, providing a deeper investigation into their connections Additionally, mixed-methods research facilitates the validation and cross-validation of findings, ensuring the reliability of the results According to Fraenkel, Wallen, and Hyun (2012), this approach offers significant benefits, including comprehensive variable analysis and enhanced research accuracy.
Quantitative data from the questionnaires were analyzed using SPSS 21.0 for Windows to determine key findings Descriptive statistics were employed to provide a clear overview of the data, allowing researchers to better understand the overall data set (Mackey & Gass, 2005).
Data analysis distinguishes between quantitative and qualitative data Quantitative data were analyzed using SPSS software, focusing on mean scores, standard deviation, and frequency The mean scores for students’ attitudes towards learning English with Filipino teachers provided valuable insights into their perceptions, indicating overall levels of satisfaction and engagement.
Qualitative data were collected through semi-structured interviews, recorded, and translated into English for research purposes The audio recordings were meticulously transcribed following Bloor et al (2001), ensuring all speech—including unfinished, interrupted, and brief extracts—was accurately captured The transcribed data were then analyzed using a logical analysis approach to derive meaningful insights.
The interview responses were analyzed using a content analysis approach, encompassing three key steps: familiarizing and organizing the data, coding and recoding, and summarizing and interpreting the findings A total of fifteen interviewees were involved, with participants coded as S1 through S5, S6 through S10, and S11 through S15 to ensure structured and systematic analysis This method facilitated a comprehensive understanding of the data, highlighting key insights and patterns relevant to the research.
Reliability and Validity
This study utilized a mixed-methods approach, combining quantitative data from a questionnaire survey of Grade 10 students with qualitative insights from teachers’ personal perspectives Integrating both data types enhanced the reliability and validity of the research findings According to Creswell (2012), using statistical analysis alongside interview results allows for data triangulation, strengthening the overall credibility of the study.
This study involved designing a questionnaire in English, which was reviewed by field experts to ensure its validity It was then translated into Vietnamese by the researcher and validated for accuracy by a Vietnamese-English language teacher The collected data were analyzed using SPSS to calculate Cronbach’s alpha, confirming the reliability of the questionnaire items, in accordance with Fraenkel & Wallen's methodology.
According to 2009, a Cronbach’s alpha value greater than 0.700 indicates that the items are reliable As shown in Table 3.2, the questionnaire demonstrated overall reliability, as most Cronbach’s alpha scores for individual items exceeded 0.700, confirming the consistency and dependability of the measurement instrument.
Cronbach’s Alpha No of Items
Table 3.2 Cronbach’s Alpha indexes of the questionnaire items in average
Pilot study
Pilot testing survey instruments, as recommended by Fraenkel & Wallen (2009), is essential to evaluate their effectiveness and identify potential issues that could affect study quality To ensure reliability, both questionnaire surveys and interviews were initially conducted with voluntary participants at Tran Van Quan High School.
Initially, 10 students voluntarily participated in the pilot survey to test the questionnaire's effectiveness The researcher clarified and reviewed the questionnaire during this pilot phase, collecting both completed questionnaires and participants’ feedback on the format and procedures Based on these suggestions, the researcher made necessary adjustments to enhance the questionnaire's clarity, relevance, and usability This iterative process ensured the questionnaire was refined for accurate and reliable data collection in the main study.
In this semi-structured interview study, two teachers were invited to participate, with the researcher posing questions and the participants taking turns to respond The researcher clarified the questions by eliciting further details and providing examples to ensure understanding To facilitate more efficient and accurate responses, the interview questions were revised, helping respondents provide relevant and insightful information throughout the interview process.
Summary
This chapter outlines the research methodology, including the overall research design and the study location It provides a detailed analysis of the new English textbooks used, along with participant demographics such as gender, English learning experience, travel abroad history, and previous experience studying with Filipino teachers Additionally, the chapter discusses the research instruments employed, specifically the questionnaire and semi-structured interviews, to gather comprehensive data for the study.
The final sections of this chapter provided detailed descriptions of data collection procedures and data analysis methods, ensuring clarity and transparency in the research process Chapter 3 also addressed the reliability and validity of the research instrument and included information about the pilot study to validate the methodology The subsequent chapter presents the comprehensive results derived from these research designs, highlighting key findings and implications.
