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BACKGROUND OF THE PROBLEM
Recent research on language teaching highlights the significance of teachers' instructional styles in effective learning Cano et al (1992) found that pre-service agricultural educators vary in learning preferences, personality traits, and preferred teaching methods, underscoring the diversity among educators Starbuck (2003) demonstrated gender-based differences, noting that female teachers tend to favor discussion and student-centered approaches, while male teachers often prefer lectures and computer-assisted techniques Additionally, Grasha (2002) identified five distinct teaching styles—Expert, Formal Authority, Personal Model, Facilitator, and others—each influencing the classroom dynamics and student engagement Understanding these varied teaching styles is essential for optimizing language instruction and enhancing student learning outcomes.
Teachers in mathematics, computer sciences, art, music, and theater more frequently employed an Expert teaching style, indicating a higher use of authority and expertise, whereas those in humanities and education relied less on this approach Formal Authority was notably present in foreign language education and business administration, reflecting discipline-specific leadership styles Conversely, education, humanities, and theater educators tended to utilize the Personal Model more often, emphasizing personal connection and mentorship Additionally, the Facilitator and Delegator teaching styles were less common in mathematics and computer science classrooms compared to other academic disciplines, highlighting differences in instructional approaches across fields.
This study focuses on the various teaching styles used by different educators, aiming to contribute additional insights to the existing body of research While not groundbreaking, it seeks to expand current understanding of effective teaching methodologies By exploring these teaching approaches, the study aims to enhance knowledge in the field of education and inform future teaching practices.
PURPOSE OF THE STUDY
This study aims to identify whether there are differences in teaching styles between NTEs and VTEs at An Giang University (AGU) It seeks to clarify the distinct approaches used by these educators and provide valuable insights into their teaching practices The research expects to develop clear conclusions about the differences in teaching styles between NTEs and VTEs, which can inform strategies for enhancing English language instruction at AGU Additionally, the study intends to offer practical recommendations for improving English teaching effectiveness and assist university managers in ensuring optimal language education for students.
This study investigates potential differences in teaching styles between NTEs and VTEs, which is crucial for providing objective insights and avoiding biased value judgments It aims to offer valuable data that supports understanding the diversity in teaching approaches used by both groups By clarifying these differences, the research can help managers develop targeted policies to improve the quality of English instruction for Vietnamese students, particularly those at AGU.
The research participants include 6 NTEs, approximately 6 VTEs, and around 130 English majors across senior, junior, sophomore, and freshman classes at AGU All students have studied English for at least 7 years—4 years in secondary school and 3 years in high school—before entering university, ensuring a solid foundation in basic English structures Despite their extensive English learning, none have traveled to English-speaking countries, so their English use is entirely in an EFL context, primarily relying on Vietnamese as their mother tongue in daily communication The participants follow the same curriculum and are taught by the same groups of teachers, contributing to a consistent learning environment.
This study's limitations include a small sample size of language teachers from a single institution, which restricts the generalizability of the findings to the broader population of language educators Additionally, geographic constraints, as the researcher resides in Kien Giang province, make it challenging to access universities and conduct comprehensive research The busy schedules of teachers further hinder obtaining interviews, while varying class schedules complicate student data collection Therefore, these factors suggest that further research with larger and more diverse samples is necessary for more representative results.
This case study focuses exclusively on NTEs and VTEs teaching English majors at AGU, highlighting the variability in teaching styles influenced by factors such as personality, teaching methods, and learning styles The study aims to explore differences in classroom management, error correction, teaching approaches, communicative activities, and the use of teaching aids among these instructors Since all participants operate under similar conditions—same curriculum, same student group, and shared institutional context—the findings are specifically applicable to this group of teachers, emphasizing their unique practices within AGU.
This thesis is organized into five chapters, beginning with Chapter 1, which sets the study context by introducing the research background, research questions, scope, and significance of the study It also outlines the methodology, discusses initial findings, and highlights limitations encountered during the research Chapter 5 provides the conclusion, includes recommendations for improvement, and suggests future research directions Key terms and theories related to teaching styles are defined early on, while a review of previous studies on teaching styles is presented to establish the research foundation This structure ensures a comprehensive understanding of the research objectives, methodology, and relevant scholarly context, adhering to SEO best practices for clarity and relevance.
According to Gebhard (1996, p.69), classroom management involves how teachers organize activities and interactions within the classroom It encompasses factors such as the teacher’s communication style, questioning techniques, and instructions to keep students engaged Effective classroom management also involves ensuring students stay on task and making language comprehensible to facilitate learning.
An error is defined as a piece of speech or writing that differs noticeably from native speaker usage, as explained by Nunan (1991, p 307) Errors can occur across various language levels, including discourse, grammar, vocabulary, and pronunciation Recognizing and understanding these errors are essential for language learning and teaching Identifying common error types helps improve language proficiency and enhances communicative competence in learners.
Teaching style is understood as a pattern of needs, beliefs, and behaviors that teachers consistently demonstrate in the classroom, reflecting the stylistic qualities of college educators (Grasha, 2002) It is a multidimensional construct, making it challenging to define precisely—akin to the allegory of three blind individuals describing an elephant from different perspectives (Grasha, 2002) Recognizing this complexity, some scholars suggest defining teaching style through its constituent elements, given the variety of approaches in existing literature One prominent approach focuses on identifying general modes of classroom behavior, emphasizing qualities such as a teacher’s ability to generate intellectual excitement and develop strong interpersonal rapport with students as key features of effective teaching style (Grasha, 2002).
The second approach focuses on the qualities that make teachers both respected and popular It highlights how some educators effectively blend their personal characteristics with effective instructional practices, leading to outstanding classroom performance These combined traits help teachers earn a strong reputation as exceptional educators, demonstrating the importance of personal and professional qualities in teaching excellence (Grasha, 2002).
The third approach in the literature is known as “behaviors common to all college faculty,” as outlined by Grasha (2002) This approach is based on quantitative research that identifies universal classroom behaviors exhibited by teachers, such as organizing information effectively, displaying enthusiasm, and providing the necessary structure for student learning Student rating scales were used as the primary instrument to assess these shared teaching behaviors, offering valuable insights into effective teaching practices across higher education.
The fourth approach to defining teaching style focuses on the teaching methods employed by instructors, using labels such as dynamic lecturer, effective discussion leader, and case study teacher to characterize different teaching personas According to Grasha (2002), these labels reflect specific instructional processes, emphasizing the importance of teaching style as a reflection of the instructor's approach However, Grasha suggests that these techniques are more indicative of individual personalities than the actual methods or strategies used in teaching.
Grasha's approach to defining teaching style focuses on the various roles teachers play in the classroom, such as the expert, evaluator, materials designer, and nondirective facilitator He emphasizes that these roles, whether used individually or in combination, are responsive to the specific needs of the classroom environment This perspective highlights the importance of adapting teaching styles to effectively meet student and situational requirements, ultimately enhancing classroom engagement and learning outcomes.
According to Grasha (2002), one prominent approach involves using various personality characteristics to categorize college teachers' teaching styles This model suggests that a teacher's preferred teaching methods are influenced by their personality type, highlighting the connection between personality and instructional approach.
Metaphors reveal how faculty perceive the teaching-learning process and offer insights into their teaching styles (Grasha, 2002) Various analogies, such as describing teachers as containers, guides, or masters, are used to characterize different teaching approaches These metaphors function as personal models that influence and shape teachers’ behaviors in the classroom, highlighting the important role of figurative language in understanding instructional styles (Grasha, 2002).
METHODOLOGY
The study involved 6 Non-Teaching English (NTE) teachers, approximately 6 Visiting Teacher Educators (VTEs), and around 130 English majors across senior, junior, sophomore, and freshman classes at AGU All participants were Vietnamese learners of English with at least 7 years of prior English education—4 years in secondary school and 3 years in high school—resulting in a solid foundation in basic English structures They were pursuing their degree over four years and had not traveled to English-speaking countries, so their English learning was entirely EFL (English as a Foreign Language) Vietnamese was predominantly used in daily life, and all students followed the same curriculum and were instructed by the same teaching teams, ensuring consistency in their language learning experience.
This study is limited by its small sample size, which includes only a few language teachers from a single institution, making it unrepresentative of the broader population of language teachers and preventing generalization of the findings Additionally, the researcher's location in Kien Giang province poses challenges in accessing the university for research activities, as teachers are often occupied with their teaching responsibilities, complicating efforts to secure interview permissions Furthermore, varying class schedules hinder the ability to approach students for data collection, highlighting logistical difficulties in conducting comprehensive research in this context.
This case study focuses exclusively on NTEs and VTEs teaching English majors at AGU, aiming to explore the diversity in their teaching styles related to classroom management, error correction, teaching methods, communicative activities, and use of teaching aids Given that all teachers operate under the same curriculum, work with similar student groups, and teaching conditions, the findings are specifically applicable to this group of educators Variability in teaching approaches among NTEs and VTEs at AGU highlights the importance of understanding individual teaching styles within this context.
This thesis is organized into five chapters, beginning with Chapter 1, which sets the study's context by introducing the research, outlining the background, research questions, scope, and significance of the study It also discusses the methodology and previews the findings, with Chapter 5 providing conclusions and recommendations for improvement The study acknowledges its limitations and suggests directions for future research to enhance understanding in this area Additionally, the background of potential outcomes is discussed based on the research questions, with definitions of key terms and teaching styles theory covered in the first section, followed by a review of previous studies on teaching style in the second section.
Gebhard (1996, p.69) defines classroom management as the effective organization of classroom activities by teachers It encompasses various factors such as the teacher's communication style, questioning techniques, and instructional methods Successful classroom management involves keeping students engaged, maintaining focus, and ensuring that instruction is clear and comprehensible, thereby creating a conducive environment for language learning.
An error is defined as a piece of speech or writing that differs recognizably from native speaker usage, encompassing issues across discourse, grammar, vocabulary, and pronunciation (Nunan, 1991) Identifying and understanding these errors is essential for language learners and educators to improve fluency and accuracy Addressing errors at various language levels helps in achieving more natural and effective communication.
Teaching style is understood as a pattern of needs, beliefs, and behaviors that teachers display in their classrooms, reflecting the stylistic qualities of college educators (Grasha, 2002) Recognized as a multidimensional construct, defining teaching style is complex, akin to the story of three blind individuals describing an elephant from different perspectives—emphasizing that there is no single, definitive way to describe it To better understand teaching style, it can be approached through its various elements, with literature presenting multiple perspectives One common approach involves exploring distinctive classroom behaviors, such as a teacher’s ability to generate intellectual excitement and develop interpersonal rapport, which are considered pervasive qualities of effective teaching styles (Grasha, 2002).
This approach highlights the qualities of respected and popular teachers who successfully combine their personal characteristics with effective instructional practices These teachers excel in the classroom, earning a reputation as outstanding educators, as noted by Grasha (2002).
The third approach, known as “behaviors common to all college faculty,” identifies universal classroom behaviors shared by teachers, such as organizing information, displaying enthusiasm, and providing essential structure for student learning (Grasha, 2002) Quantitative research using student rating scales has been instrumental in pinpointing these key behaviors that contribute to effective teaching across all faculty members (Grasha, 2002).
The fourth approach to defining teaching style focuses on the teaching methods employed by educators, using labels such as dynamic lecturer, effective discussion leader, and case study teacher According to Grasha (2002), these labels reflect specific instructional processes, highlighting how teachers engage with their students However, Grasha also argues that these techniques tend to describe teachers more than the methods they actually use, emphasizing the importance of understanding instructional styles beyond just the techniques employed.
Grasha's approach to defining teaching styles emphasizes the various roles teachers assume in the classroom, including the expert, evaluator, materials designer, and nondirective facilitator He suggests that the teaching style, whether used individually or in combination, is responsive to the specific needs of the classroom environment This perspective highlights the importance of adapting teaching methods to effectively meet diverse student and instructional requirements.
Research indicates that using various personality characteristics to categorize college teachers' teaching styles is a prominent approach (Grasha, 2002) This model suggests that a teacher’s preferred instructional methods are influenced by their personality type, highlighting the connection between personality traits and teaching methodology (Grasha, 2002) Understanding these personality-driven differences can enhance approachability and effectiveness in higher education.
Metaphors for how faculty perceive the teaching-learning process offer valuable insights into their teaching styles, influencing their classroom behaviors (Grasha, 2002) Various figurative devices such as analogies, similes, and visual modes have been used to depict college teachers' approaches, including metaphors like container, guide, and master These metaphors serve as personalized models that shape and direct teachers’ instructional behaviors, ultimately impacting their effectiveness in the classroom (Grasha, 2002).
Current formulations of teaching style face two main issues Firstly, they concentrate on identifying teachers' qualities and classroom behaviors but do not provide specific actions for teachers to adopt, improve, or modify their teaching styles Secondly, these models often assume that teachers already possess certain qualities, with the model primarily aimed at identifying existing traits rather than guiding change According to Grasha (2002), effectively modifying and enhancing teaching styles requires a comprehensive approach that involves more than just recognizing current qualities.
Understanding "Who I am as a teacher and what I want to become" is essential for developing an effective teaching identity (Grasha, 2002) Reflecting on one’s teaching philosophy helps ensure that the teaching process aligns with personal beliefs and values, emphasizing the importance of self-examination (Grasha, 2002) Grasha recommends utilizing a prescriptive model to identify, modify, and enhance teaching styles, encouraging teachers to consider potential growth and change (Grasha, 2002) He defines teaching style as “a pattern of needs, beliefs, and behaviors that faculty display in their classrooms,” highlighting its personalized nature (Grasha, 2002) Additionally, Grasha notes that teaching styles are multidimensional, influencing how educators present information, interact with students, manage classroom tasks, and mentor students, thereby shaping the overall teaching approach.
DELIMITATION
This case study focuses exclusively on teaching English majors at AGU, highlighting that findings are specific to this context Teachers differ widely in teaching styles, personality, and learning preferences, which influences classroom dynamics The study specifically examines Non-Tenure Track Educators (NTEs) and Tenure Track Educators (VTEs) at AGU, exploring variations in classroom management, error correction, teaching methods, communicative activities, and the use of teaching aids Importantly, these teachers operate under similar conditions, such as the same curriculum and student demographics, ensuring the results are relevant to this particular group Consequently, the study's conclusions are primarily applicable to NTEs and VTEs teaching English majors at AGU.
ORGANIZATION OF THE THESIS
This thesis comprises five chapters, beginning with Chapter 1, which sets the study's context by outlining the research introduction, background, research questions, scope, significance, and methodology It also discusses preliminary findings and examines limitations encountered during the research, offering recommendations for future studies The chapter emphasizes the importance of understanding key concepts and theories related to teaching styles, as well as reviewing existing literature on the topic to provide a comprehensive background The final chapter will present conclusions and specific suggestions for improvement based on the research outcomes.
According to Gebhard (1996), classroom management involves how teachers organize activities and interactions within the classroom It encompasses key factors such as instructional talk, questioning techniques, clarity of instructions, and strategies to keep students engaged and on task Effective classroom management also ensures that language instruction is comprehensible, fostering a productive learning environment.
An error is defined as a piece of speech or writing that differs noticeably from native speaker usage (Nunan, 1991) Errors can occur across various language levels, including discourse, grammar, vocabulary, and pronunciation Understanding these errors is crucial for language learners and educators to improve communicative competence and achieve more accurate language proficiency.
Teaching style is defined as a pattern of needs, beliefs, and behaviors demonstrated by teachers in the classroom, reflecting the stylistic qualities of college educators (Grasha, 2002) Recognized as a multidimensional construct, understanding teaching style is complex, akin to the story of three blind individuals describing an elephant from different perspectives, highlighting that there is no single satisfactory definition To address this complexity, it is useful to consider teaching style in terms of its constituent elements Various approaches have emerged in the literature to understand teachers’ styles, with the first focusing on distinctive classroom behaviors—such as the ability to generate intellectual excitement and develop interpersonal rapport, which are considered pervasive qualities of effective teaching style (Grasha, 2002).
The second approach examines the qualities that define respected and popular teachers, highlighting how their unique personal characteristics and effective instructional practices contribute to their success These educators seamlessly blend their personal traits with teaching strategies that resonate with students, leading to outstanding classroom performance Such attributes and methods have earned them a reputation as exceptional teachers (Grasha, 2002).
The "behaviors common to all college faculty," as identified by Grasha (2002), refer to universal classroom behaviors that enhance teaching effectiveness Quantitative research has shown that these behaviors include teachers' ability to organize information, display enthusiasm, and provide the necessary structure for student learning Student rating scales are commonly used as the instrument to assess these essential teaching behaviors.
The fourth approach to defining teaching style focuses on the teaching methods used by educators, using labels such as dynamic lecturer, effective discussion leader, and case study teacher According to Grasha (2002), these labels reflect specific instructional processes However, Grasha also suggests that these techniques tend to describe the person teaching rather than the methods they employ, emphasizing the importance of understanding the underlying instructional approach.
Grasha's approach to defining teaching styles emphasizes the roles teachers play in the classroom, such as being an expert, evaluator, materials designer, or nondirective facilitator He argues that the combination of these roles helps create a teaching style that is responsive to the diverse needs of the classroom environment This perspective highlights the importance of adaptable teaching methods to enhance student engagement and learning outcomes.
Research indicates that personality characteristics play a crucial role in shaping college teachers' instructional styles, with different personality types influencing their preferred teaching methods (Grasha, 2002) According to Grasha (2002), this approach involves cataloging teaching styles based on individual personality traits, highlighting that a teacher’s preferred approach to instruction varies according to their personality type Understanding these correlations can help educators tailor their teaching strategies to enhance student engagement and learning outcomes.
Metaphors play a crucial role in illustrating how faculty perceive the teaching-learning process and reveal their teaching styles, as noted by Grasha (2002) Various analogies, similes, visual modes, and figurative devices have been used to describe college teachers' approaches, including metaphors like container, guide, and master These metaphors serve as personal models that shape and influence teachers’ behaviors in the classroom, providing valuable insights into their instructional methods (Grasha, 2002).
Current models of teaching styles face two main issues First, they primarily focus on teachers' qualities and classroom behaviors without addressing specific actions teachers can take to adopt, improve, or modify their teaching styles Second, these models often assume that teachers already possess certain qualities, with the model builder merely identifying existing traits According to Grasha (2002), effectively modifying and enhancing teaching styles requires active efforts and targeted strategies.
Developing a clear understanding of "Who I am as a teacher and what I want to become" is essential for effective teaching (Grasha, 2002) Reflecting on and examining one's teaching philosophy is crucial, as the teaching process should align with personal beliefs and values Grasha suggests that adopting a prescriptive model to identify, modify, and enhance teaching styles can facilitate meaningful growth for educators considering change He proposes a comprehensive definition of teaching style as "a pattern of needs, beliefs, and behaviors displayed by faculty in the classroom," emphasizing its multidimensional nature Additionally, Grasha highlights that teaching styles significantly influence how educators deliver information, interact with students, manage classroom tasks, supervise coursework, socialize students into the field, and mentor them for success.
Benzie (1998) emphasized that individual teaching styles significantly influence how well students retain and comprehend information Recognizing different teaching styles enables educators to identify their strengths and weaknesses, fostering the opportunity to diversify their instructional methods Exploring the various teaching styles documented in the literature can help teachers enhance their effectiveness and adapt to diverse learning needs.
Teaching styles can be categorized into three main types: discipline-centered, teacher-centered, and student-centered approaches (Dressel and Marcus, 1982, as cited in Committee on Undergraduate Science Education, 1997) Discipline-centered teaching features a fixed course structure that prioritizes disciplinary content over the needs and concerns of students and teachers, with instructors serving primarily as information transmitters Teacher-centered education regards teachers as authoritative experts and primary sources of knowledge, with students passively receiving information In contrast, student-centered teaching emphasizes the cognitive development and active engagement of students, with instructors facilitating understanding and adapting content and methods to support students' intellectual growth.
Benzie (1998) identifies four primary teaching styles: assertive, suggestive, collaborative, and facilitative The assertive style focuses on content-specific objectives where students are primarily provided with information, while the suggestive style encourages sharing personal experiences and exploring alternative solutions Collaborative teaching promotes student participation by inviting ideas and experiences to solve problems, which enhances problem-solving skills The facilitative style, as Benzie notes, fosters greater student self-understanding and is particularly important for teaching emotions and attitudes, making it a vital approach for holistic education.