THE PROBLEM
The requirement for using students’ feedback to improve the quality of
The increasing demand for learning English among Vietnamese people, especially the youth, highlights its importance as a vital national human resource In response to global trends and human resource development needs, the Faculty of Foreign Languages (FFL) at HUI was established in 2005 to provide comprehensive training in various foreign languages at the tertiary level Currently, the English major offers two training programs: a four-year college program and a three-year junior college program, catering to diverse student needs.
Since the beginning of the third millennium, Vietnam's higher education system has faced increasing demands due to industrialization and modernization This pressing issue is widely discussed across media and various sectors, highlighting the urgent need for improvement Enhancing the quality of higher education can positively impact Vietnamese society by supporting economic growth and technological advancement.
Despite the dedicated efforts of the teaching staff at FFL to deliver a high-quality training program, there are still potential drawbacks and shortcomings in its implementation Improving the quality of education remains a key concern for HUI leaders and FFL educators, highlighting the ongoing need for program enhancement.
Student feedback is a crucial channel for assessing teachers’ performance within the quality accreditation system According to Vietnam’s Ministry of Education regulations, learners are responsible for evaluating teaching quality at the end of courses and the overall program before graduation This policy represents a significant innovation in education and training standards in Vietnam.
In HUI, collecting student feedback has become a mandatory component of quality management, emphasizing its importance in improving educational standards Despite this, the administration and faculty at FFL are not fully utilizing this valuable resource, as student feedback is currently not integrated into professional activities or decision-making processes Enhancing the use of student insights could significantly improve the quality of education and foster a more responsive academic environment.
The use of students’ feedback in relation to the cultural background of
Vietnamese education traditionally reflects conservative views on the roles of teachers and students, rooted in centuries-old Confucian values that placed teachers just below the king in the feudal hierarchy of “Quân, Sư, Phụ” (King, Teacher, Father) Historically, students were expected to show deference and follow unquestioningly, viewing teachers as figures of unquestionable authority Even in the 21st century, many Vietnamese teachers maintain a sense of untouchability in knowledge transfer, fearing feedback from students that might challenge their authority or expose shortcomings This reluctance to accept criticism stems from a perception that certain faults—like monotonous speech or tedious teaching style—are incurable However, contemporary education trends increasingly treat students like customers, where student feedback and assessments directly influence the success of educational programs.
Many teachers find themselves in a dilemma when it comes to collecting student feedback, often waiting until strict administrators or critical journalists highlight issues before taking action Frequently, educators do not proactively gather or address student feedback, viewing it as a mandatory formality rather than a tool for meaningful improvement Conversely, some education administrators collect feedback primarily to fulfill bureaucratic requirements, rather than with the intention of using it effectively for enhancing teaching quality and student learning outcomes.
The need for a study about using students’ feedback in the Vietnamese
This study focuses on addressing two key issues: the importance of utilizing students' feedback and the reluctance of administrators and teachers to engage with student evaluations The primary goal is to define students' needs based on their feedback, not solely to assess teaching quality Instead, the research aims to explore how students’ feedback can be effectively and constructively used to improve educational practices and student support.
AIMS OF THE STUDY
The aims of this study are:
(1) To find out the most common phenomena that lead to students’ dissatisfaction with teachers in the three-year college program of English in HUI, by analyzing students’ feedback
(2) To make recommendations for using students’ feedback in improving teaching quality.
OVERVIEW OF THE THESIS
This thesis consists of one introductory chapter, five main chapters, and a conclusion
The present chapter is the introduction to the thesis, stating the problem the research attempts to solve, the aims of the research, and an overview of the thesis
Chapter 1 describes the background to the study with general information about HUI and FFL, e.g HUI’s vision and mission, FFL’s teaching staff, student intake, facilities, and curricula
Chapter 2 presents the theoretical background to the process of teaching and learning English and the issue of using students’ feedback in language teaching
Chapter 3 details the research methodology, focusing on survey research using questionnaires and interviews It outlines the research questions, design, and instruments used, providing a comprehensive overview of participant characteristics—both teachers and students—and describes the data collection procedures employed in the study.
Chapter 4 contains the data analysis and the findings of this study
Chapter 5 offers the implications and recommendations for using students’
The last part of the thesis is the conclusion, which summarizes the meanings and applications of this research.
SIGNIFICANCE OF THE RESEARCH
This thesis explores a novel issue in Vietnamese higher education by examining students’ internal feelings and expectations, an area often overlooked due to concerns about granting students too much authority and potential negative impacts on teachers By uncovering students’ perspectives, the study provides valuable insights to enhance English teaching at HUI It advocates for a more constructive use of student feedback to foster ongoing teaching development, addressing a critical gap in current educational practices.
LIMITATION OF THE RESEARCH
This study's primary limitation is its single data collection process, which prevented longitudinal comparisons over time Additionally, participant data was limited to three-year college students in the English program at HUI, making the findings highly specific to this group Despite this, the recommendations can be applicable to similar academic settings Future research should explore students’ feedback across various English programs in multiple Vietnamese institutions to gain broader insights.
BACKGROUND TO THE STUDY
THE HO CHI MINH UNIVERSITY OF INDUSTRY
Especially, in this text, learners are defined in Article 9, Standard 6 as having the right to evaluate the teaching process
Learners participate in evaluating teachers’ teaching quality at the end of each course and assess the overall quality of their educational program before graduation This student involvement is a key component in maintaining and improving higher education standards, as outlined in official regulations by the Ministry of Education and Training.
One of the key advantages for learners in the era of educational innovation is the ability to provide valuable feedback However, the full benefits of student feedback depend on how effectively each institution implements and supports feedback policies The successful integration of student input can enhance educational quality and foster a more student-centric learning environment.
1.2 HO CHI MINH CITY UNIVERSITY OF INDUSTRY 1.2.1 Introduction
In December 2004, Ho Chi Minh City University of Industry was upgraded from Industrial College No 4 to address the growing need for well-trained human resources in the Southern provinces This transformation enhanced the university’s capacity to provide quality education and meet the labor market demands Subsequently, the Faculty of Foreign Languages was established to diversify academic offerings and improve language training programs.
Ho Chi Minh City University of Industry (HUI), established in 2005 from the former Foreign Language Center, offers comprehensive higher education with five campuses across southern Vietnam The main campus in Ho Chi Minh City, situated approximately 8 km from downtown, hosts the English program students and features on-campus dormitories with comfortable living conditions Since its inception, HUI has grown to include additional campuses in Dong Nai, Ba Ria-Vung Tau, and Thai Nguyen, enhancing its accessibility and educational reach.
Binh, and Quang Ngai The campus in Thai Binh is also called the Northern Campus
In Vietnam's competitive educational environment, Ho Chi Minh University of Industry (HUI) prioritizes training quality by implementing ISO 9001:2000 standards, including comprehensive documentation such as a Quality Handbook To ensure excellence, HUI's leadership conducts thorough inspections, evaluates student learning outcomes, and gathers student feedback through various evaluation forms These measures demonstrate HUI’s commitment to maintaining high educational standards and continuous quality improvement.
1.2.2 The vision, mission and quality commitment of HUI
HUI's vision is to establish and develop a multi-disciplinary, multi-level training center recognized globally for its high quality According to the 2005 Quality Handbook of the Industrial University of Ho Chi Minh City, this vision underscores HUI’s commitment to international standards and comprehensive educational development.
The mission of HUI is stated in HUI’s Quality handbook as follows:
HUI is dedicated to educating and training high-quality human resources in Vietnam across key fields such as Mechanical Engineering, Dynamics, Electricity, Electronics, Refrigeration Electrical Engineering, Chemical Technology, Garment Technology, Information Technology, and Economics The university aims to achieve this by continually upgrading its teaching staff, laboratory systems, and teaching facilities Additionally, HUI is focused on enhancing training quality to better meet the evolving needs of students and employers, ensuring graduates are well-prepared for the labor market.
HUI administrators are committed to maintaining high training quality to enhance the university's reputation among Vietnamese higher education institutions To ensure this, quality reminders and regulations are prominently displayed throughout the campus For example, all faculty offices feature posters that clearly state the school's QUALITY POLICY Additionally, the QUALITY HANDBOOK formally documents these standards, reflecting HUI's dedication to continuous improvement and academic excellence.
Based on the vision and mission of the school, the Rector issues the QUALITY POLICY with commitments as follows:
1 Building up the sense of collectivity and diligence
2 Appreciating all contributions of individuals in the school
3 Constructing a close relationship with customers
4 The school’s philosophy is Quality and Efficiency
5 The school’s motto is, “Integrating into global education and training, and serving the community.”
(Translated from Sổ tay chất lượng Trường Đại Học Công Nghiệp TP
School leaders establish high standards of quality, prompting students and parents to expect continuous improvements in teaching methods and conditions This emphasis on quality is central to understanding the factors that influence student satisfaction, which is the core focus of this study.
1.3 THE TRAINING PROGRAM OF ENGLISH IN HUI 1.3.1 The intake
In September 2005, the Faculty of Foreign Languages, following the Ministry of Education and Training's annual training division, welcomed 60 students into the new 4-year college program and an additional 63 students into the 3-year junior college program, marking the beginning of their specialized language education.
In September 2006, the university selected 100 students for the college program and 170 students for the junior college program through the national entrance exam At the start of the 2006-2007 academic year, the Faculty of Foreign Languages enrolled nearly 400 students, all majoring in English, with specializations in Translation and Interpretation or English Pedagogy students would not be assigned to these specific tracks until the end of Term 4 for the 4-year program and Term 3 for the 3-year program.
1.3.1.2 The English level of the student intake
All students in the Faculty of Foreign Languages (FFL) at HUI successfully passed their entrance exams, demonstrating their qualification to begin the training programs However, educators involved in the English programs have identified challenges due to the uneven English proficiency levels among the English majors, which impact the effectiveness of the training.
Many English majors at FFL-HUI come from remote provinces with limited, outdated learning facilities, contrasting sharply with peers from Ho Chi Minh City This disparity results in uneven English skills, particularly affecting their development of listening, speaking, reading, and writing abilities Consequently, students from marginalized areas often exhibit passiveness and inertia in their learning, which hampers their ability to fully acquire English when they transfer to Ho Chi Minh City for the HUI program.
Many freshmen, especially those in the junior English college program, face challenges due to low English proficiency, which hampers teaching and learning progress In 2005, the matriculation scores for the four-year English program were 17, and for the three-year program, 12, based on entrance subjects including Literature in Vietnamese, Mathematics, and English Despite meeting the minimum requirements, many students' admission was primarily influenced by their strong performance in Mathematics and Literature rather than English, leading to significant discrepancies These variations in students' English skills create obstacles for teachers in effectively managing the classroom and delivering quality instruction.
The teaching staff has been increasing in number since the faculty was established However, most of the teachers here do not have much teaching experience in English college programs
This is the table that shows the degrees and majors of teachers of the FFL-HUI:
Doctor candidate 0 2 (also M.A in TESOL) 0 0 0 2
Table 1.1 Degrees and majors of teachers of the FFL-HUI
1.3.2.2 Training background, age and teaching experience
Since 2008, FFL, HUI has experienced a shortage of experienced visiting lecturers, which hampers the development of its relatively young teaching staff The scarcity of scholarly visiting lecturers represents a significant setback for the department's academic growth and expertise enhancement This lack of distinguished visiting scholars limits exposure and collaboration opportunities, restricting the overall advancement of FFL, HUI's educational quality.
SUMMARY
This chapter provides an overview of the institution and program serving as the context for this study, establishing a solid foundation for understanding the research environment By examining the background, the data collected becomes more meaningful and relevant This contextual framework enhances the significance of the study's findings, ensuring they offer valuable insights into the institution and program under investigation.
LITERATURE REVIEW
THE COGNITIVE DOMAIN AND THE AFFECTIVE DOMAIN
In this part, the two important domains in which the teacher influences learners will be presented
2.1.1.1 Bloom's taxonomy of cognitive objectives
The cognitive domain, as defined by Richards, Platt, and Platt (1997), focuses on developing students' intellectual abilities and skills In the 1950s, Bloom and his collaborators expanded on this concept by creating Bloom's Taxonomy of cognitive objectives, which categorizes six levels of cognitive learning This taxonomy provides a structured framework for understanding and assessing student learning across different cognitive skills.
1 Knowledge Ability to recall previously learned material
2 Comprehension Ability to grasp meaning, explain, restate ideas
3 Application Ability to use learned material in new situations
4 Analysis Ability to separate material into component parts and show relationships between parts
5 Synthesis Ability to put together the separate ideas to form new whole, establish new relationships
6 Evaluation Ability to judge the worth of material against stated criteria
Note: Many people also call the analysis, synthesis, and evaluations categories
Table 2.1 Bloom's taxonomy of cognitive objectives (Bloom's Taxonomy of Cognitive Objectives, para 1)
Helping students acquire knowledge is just the first step in effective teaching Beyond memorization, students must understand the material, which involves grasping the meaning and being able to restate concepts in their own words Only after achieving comprehension can students apply their knowledge to new situations and solve problems effectively.
In advanced learning stages, students develop critical thinking skills by analyzing and synthesizing information, which involves breaking down, combining, or transforming knowledge to create new insights and discover emergent relationships without distortion At the highest level of cognitive development, students are capable of evaluating the value and significance of the material they have learned, demonstrating a deep understanding and the ability to make informed judgments.
2.1.1.2 Some main factors that are related to the cognitive domain
The process of cognition involves multiple stages and is influenced by innate and learned abilities that explain varying language acquisition speeds among learners According to Brown (2000), key cognitive factors such as language aptitude, intelligence, learning styles, and strategies play a crucial role in shaping an individual's language learning success Understanding these factors can help optimize language education by tailoring approaches to different learners' cognitive profiles.
Language aptitude is the natural ability to learn a new language, independent of factors like intelligence, motivation, or interest It encompasses skills such as recognizing sound patterns, understanding grammatical functions, rote memorization, and inferring language rules Individuals with high language aptitude can learn languages more quickly and effortlessly compared to those with lower aptitude, assuming all other factors are equal (Richards et al., 1997).
Some students are widely recognized for their high language aptitude, while others believe they are not naturally gifted in learning a foreign language English teachers play a crucial role in supporting students with strong language skills to achieve their full potential Additionally, teachers help weaker students overcome challenges and improve their proficiency in verbal communication in a foreign language.
Intelligence plays a significant role in language acquisition, as it encompasses the ability to learn, understand, and think logically about various concepts According to the Oxford Advanced Learners’ Dictionary (2005), intelligence is defined as “the ability to learn, understand and think in a logical way about things” and “the ability to do this well.” Despite its importance, measuring intelligence remains a complex challenge for scientists, highlighting ongoing research in this area.
Every individual has a unique learning style, which must be considered to maximize their learning potential Therefore, teachers should utilize diverse pedagogical methods tailored to different learners to achieve optimal educational outcomes As Brown (2000:113) emphasizes, employing a variety of teaching strategies is essential for effectively addressing the diverse needs of students and enhancing their learning experiences.
Style refers to the consistent and enduring tendencies or preferences that define an individual's unique personality and intellectual functioning These characteristic patterns distinguish you from others and shape your personal type Understanding your personal style helps to highlight your unique qualities and differentiate you in various contexts.
Strategies are defined as specific methods for approaching problems or tasks, serving as planned designs to control and manipulate information effectively Each individual has multiple strategies available to solve a particular problem, selecting one or several in sequence based on the situation Understanding different strategies enhances problem-solving efficiency and adaptation in various contexts.
Teacher guidance is essential in helping learners optimize their individual learning styles and strategies for improved outcomes By supporting students in leveraging their unique approaches or adjusting their strategies, educators can enhance learning effectiveness and promote better academic results Tailoring instruction to accommodate diverse learning preferences ensures more personalized, efficient, and successful learning experiences.
2.1.2.1 Krathwolh’s taxonomy of the affective domain
The affective domain is essential in influencing both internal and external motivation in learners, complementing the cognitive domain According to Richards et al (1997), the affective domain focuses on developing students’ attitudes, feelings, and values, which significantly impact their overall motivation and engagement in the learning process.
For a close-up view, the following taxonomy table of Krathwolh lists levels of commitment from the lowest to the highest
1 Receiving Being aware of or attending to something in the environment
2 Responding Showing some new behavior as a result of experience
3 Valuing Showing some definite involvement or commitment
4 Organization Integrating a new value into one's general set of values, giving it some ranking among one's general priorities
Acting consistently with the new value
Table 2.2 Krathwolh’s taxonomy of the affective domain
This taxonomy illustrates that acquired knowledge does not remain isolated in the mind but influences a person's overall characteristics Once individuals become aware of new information, they tend to exhibit corresponding behaviors based on that perception They also evaluate the knowledge and integrate it into their set of personal values As the new information is prioritized within these values, individuals act in alignment with their updated value system, demonstrating how knowledge shapes behavior and personal development.
An English teacher plays a crucial role in helping students acquire new knowledge To ensure this knowledge is effectively integrated into students' existing understanding, the teacher must employ appropriate pedagogical strategies that promote optimal learning Using engaging and targeted teaching methods enhances students' ability to retain and apply new information, ultimately fostering a more effective and comprehensive language learning experience.
2.1.2.2 Some main factors that are related to the affective domain
These psychologically and spiritually relevant factors are well recorded by a group of celebrated researchers with Brown and Richard’s being notable
Coopersmith (1967: 4-5, citied in Brown 2000: 145) stated the following about self-esteem:
Self-esteem is the personal evaluation individuals make about themselves, reflecting their attitude of approval or disapproval It indicates how capable, significant, successful, and worthy they believe themselves to be Essentially, self-esteem is a judgment of worthiness that influences the way individuals perceive and hold attitudes toward themselves, impacting their overall confidence and mental well-being.
THE ROLES OF THE LANGUAGE TEACHER
In modern classrooms, teachers are viewed as active facilitators rather than mere providers of knowledge, engaging in diverse roles to enhance student learning According to Harmer (1992), language teachers employ a wide range of activities, from controlled, accurate exercises to free, communicative tasks, including targeted reading and listening activities like jigsaw tasks Harmer emphasizes that a teacher’s behavior adapts based on the activity's nature, highlighting the multifaceted roles educators play These various roles are essential for fostering effective language acquisition and creating dynamic, interactive learning environments.
A teacher acting as a controller at the front of the classroom manages every aspect of the lesson, resembling a puppet-master overseeing the environment They are fully responsible for guiding student activities, controlling when students speak, and regulating the language used during class When introducing new language concepts, especially through techniques like accurate reproduction and drilling, careful organization is essential The instruct-cue-nominate cycle exemplifies the teacher’s role as a controller, ensuring structured language learning through precise guidance and management.
Effective teachers who successfully manage the classroom often possess an indefinable quality that attracts and motivates students They engage students with interesting activities and insightful communication, fostering enthusiasm and maintaining attention At the appropriate stage of the lesson, these teachers deliver comprehensible input tailored to students' levels of understanding, making them the most vital source of meaningful learning in the classroom.
Certainly, the controller role, with all its advantages, should never be the only one that a teacher uses
The teacher's role as an assessor extends beyond a single lesson stage, emphasizing the ongoing importance of evaluating student performance According to Harmer (1992: 237), assessing students' work is a key aspect of teaching that helps gauge how well students are learning This assessment is not only pedagogically essential but also aligns with students' natural expectations, even following communicative activities.
Two types of assessment are correction and organizing feedback
Correction can also be divided into two levels namely correction and gentle correction, while organizing feedback contains content feedback and form feedback for each activity
Correction is a key part of the accurate reproduction stage, helping students identify mistakes and guiding them to say the correct form Gentle correction involves subtly indicating errors without forcing students to repeat the correct sentence, preserving a positive learning environment When used appropriately, gentle correction supports pairwork and free conversation, ensuring it doesn’t harm the classroom atmosphere or student confidence.
Organizing feedback is essential after students complete a language task, helping them understand their success or areas for improvement This type of assessment provides students with insights into their progress and practical suggestions for resolving language challenges Feedback can be delivered through direct observation, interactions, or by utilizing tools like video recordings and tape recorders to analyze students’ performance effectively Implementing organized feedback in language programs enhances students’ learning by offering clear, constructive guidance.
According to Harmer, the assessment types are positioned along a continuum, with one end depicting the teacher as a controller and the other as a facilitator These assessments reflect different teaching approaches and are distributed accordingly, highlighting the relationship between teaching styles and evaluation methods This understanding helps educators align their assessment strategies with their instructional philosophy for more effective language teaching.
Figure 2.1 Kinds of correction in the language class (Harmer 1992: 237)
According to Harmer (1992: 239), the teacher's most important and challenging role is that of an organizer An effective teacher clearly communicates the activity's goals, provides precise instructions, initiates the task, and organizes feedback afterward Harmer highlights that the teacher's work as an organizer follows a sequence: lead-in, instruction (demonstration), initiation, and feedback organization To ensure successful learning outcomes, teachers should plan their instructions thoroughly beforehand.
Another psychology-related role of a teacher that Harmer (1992: 241) mentions is the role of teacher as prompter with these words:
Teachers often need to encourage student participation and provide gentle corrections to maintain an engaging learning environment When silence occurs during activities, offering constructive suggestions can help students proceed confidently Effective feedback and supportive guidance are essential for correcting misunderstandings and promoting active involvement, ensuring students remain motivated and engaged throughout the learning process.
Facilitative Controlling or when they are confused about what to do next This is one of the teachers’ important roles, the role of a prompter
However, he also reminds us that the role of prompter has to be performed with discretion, and that teachers should only help when it is necessary
Harmer (1992: 241) emphasizes that teachers should participate as equals in activities like simulations to enhance classroom atmosphere and provide students with valuable practice speaking English However, teachers must be cautious not to dominate the activity, as students often expect and allow this behavior It is essential for teachers to manage their involvement carefully to ensure a balanced and effective learning environment.
Harmer (1992: 242) emphasizes that even during genuine communicative activities, teachers remain actively involved by acting as discreet assessors and serving as versatile resource centers to support student learning.
Effective teachers are always prepared to offer assistance whenever students need it, making themselves readily available for consultations By being approachable and accessible, teachers ensure that students feel comfortable seeking help only when they truly wish to, fostering a supportive learning environment.
According to Harmer (1992: 242), the teacher's role as a tutor is broader than other roles, as it encompasses elements of being an organizer, prompter, and resource, making it a comprehensive approach to effective teaching.
A teacher acting as a tutor serves as a coach and a valuable resource, encouraging students to take ownership of their learning They primarily provide advice and guidance on how students can maximize their academic potential Additionally, the tutor offers strategies for students who wish to deepen their understanding and pursue further study, facilitating a more personalized and effective learning experience.
Language teachers aiming to enhance their skills and deepen their understanding of effective language acquisition strategies should adopt an investigative role By observing classroom dynamics, experimenting with new techniques, and assessing their impact, teachers can continuously improve their teaching methods Collaborating with colleagues and reflecting on what works well or needs adjustment are essential steps in professional development This proactive approach fosters ongoing growth and contributes to more effective language instruction (Harmer, 1992: 243)
2.3 BROWN’S ECOLOGY: A SUMMARY OF THE LEARNERS’ PROFICIENCY DEVELOPMENT
STUDENTS’ FEEDBACK AND USING FEEDBACK TO IMPROVE
This article explores the crucial roles teachers play in shaping students' cognitive and affective development, emphasizing effective strategies for enhancing knowledge and skills It highlights the metaphor of language acquisition as an ecology, where teachers act as skillful gardeners nurturing students’ competence Additionally, it discusses how teachers can improve their teaching abilities by actively responding to and integrating student feedback Incorporating these approaches can lead to more engaging and effective language instruction.
According to Wallace (1997: 48), professional education and development are divided into two key steps, each with a specific goal Stage 1, the pre-training stage, involves individuals who have decided to pursue professional growth but have not yet begun the process, including both pre-service trainees and those already engaged in the profession for self-development Stage 2 focuses on actual professional education or development, with the primary aim of enhancing professional competence and achieving aspirational goals.
Discussing the process of professional development for a teacher, Wallace wrote:
The ‘reflective cycle’ describes the ongoing process of reflecting on both ‘received knowledge’ and ‘experiential knowledge’ within professional practice Reflection can occur through recollection when facing a dilemma, as we recall relevant experiences to evaluate the problem Additionally, reflection may happen during the practice itself, known as ‘reflection-in-action,’ enabling professionals to adapt and respond effectively in real-time This continuous reflection process is essential for enhancing professional growth and effective decision-making.
Figure 2.3 Reflective practice model of professional education/development
The process of reflection encompasses reviewing knowledge and self-observation, emphasizing its importance in professional growth Wallace (1997) recommends formalizing reflection and encourages classroom teachers to act as researchers, particularly through action research Action research is a practical approach focused on solving real classroom problems and achieving tangible outcomes, making it accessible for many educators Conducting student feedback surveys is a valuable example of action research that helps teachers gather insights to improve their teaching strategies and enhances overall student learning experiences.
“practical outcomes” for the teacher to look at in the process of improving teaching
2.4.2 Some viewpoints about students’ satisfaction in relation to quality in higher education
Teaching evaluation in higher education has evolved from a sole reliance on chair assessments to a comprehensive, systematic approach incorporating multiple methods such as student ratings, peer reviews, peer visits, self-evaluations, document reviews, and evidence of achievement As highlighted by John C Ory and Ryan (2000), this diversification addresses the needs of various audiences with different purposes, with student ratings now playing a formal and significant role in teacher evaluation.
Tarone and Yule (1999: 4) assert the importance of investigating students’ needs by stating:
Effective second or foreign language instruction begins with the teacher’s ability to identify students’ learning needs, assess their existing knowledge, and understand their self-perceptions of ability These processes, far from being solely the role of an outside expert, are central to successful classroom teaching As Vietnamese educational researcher Phạm (2000: 99) affirms, understanding students’ prior knowledge and perceptions is crucial for tailoring effective language learning strategies.
University service users, particularly students, are the only ones who can directly assess the impact of educational programs through their evaluations In Western countries, collecting feedback from graduates and industry stakeholders aims to gauge their satisfaction levels with the programs Long-term studies of students’ attitudes during their studies, immediately after graduation, and years later are essential for accurately measuring overall student satisfaction and program effectiveness.
Also according to Phạm (2000: 99-100), the methods that can be used for measuring the students’ satisfaction are questionnaires, interviews and informal investigation.
THE GAP IN RESEARCH
Research on English Language Teaching (ELT) in Vietnam reveals a significant gap concerning students' evaluation of their learning experiences While numerous studies have explored students' difficulties in pronunciation, listening, and writing through questionnaires, interviews, observations, and test-score analyses, little attention has been given to how students assess their teachers or their preferred teaching methods Addressing this gap can provide valuable insights into student perceptions and help improve ELT practices in Vietnam.
The English Resource Center at Ho Chi Minh City University of Social Science and Humanities, along with the Graduate Resource Center at Hanoi University of Foreign Languages, possess extensive collections of Master’s theses in TESOL covering diverse topics However, an analysis of their thesis titles reveals a noticeable absence of keywords such as “students’ rating” and “students’ evaluation,” indicating limited research focus on student assessment and feedback This highlights potential gaps in TESOL research concerning student evaluation methods within these academic institutions.
Student feedback and satisfaction are important indicators of effective learning While “students’ motivation” is often discussed in ELT research, it differs significantly from student satisfaction, as motivation pertains to the desire to learn, whereas satisfaction relates to overall contentment with the learning experience Motivation can be influenced by various factors beyond teachers’ methods, highlighting the complex relationship between students’ motivation and their level of satisfaction.
As a result, a study about students’ expectations and protestations will be meaningful in the field of ELT in Vietnam, and especially in the real situation of HUI.
SUMMARY
Chapter 2 has reviewed some basic concepts in the field of ELT involving the interactions between the teacher and the learner, some viewpoints about the use of students’ feedback for improving teaching, and also pointed out that there is a gap in research in ELT in Vietnam about students’ feedback These contents are the theoretical basis for the methodology and findings of this study.
METHODOLOGY
RESEARCH QUESTIONS
The main research question of this thesis is: How can we use students’ feedback to define the factors that affect their satisfaction with teachers?
1 What are the factors that affect the satisfaction of three-year program’s English majors with their teachers?
2 What is the level of students’ disapproval of what affects their satisfaction?
3 Can we use students’ feedback to improve English teaching?
Subquestions 1 and 2 will be answered in Part 4.1 and 4.2 of Chapter 4, Findings Subquestion 3 will be answered in Part 4.3 of Chapter 4 also.
RESEARCH DESIGN
A research using a survey with two questionnaires and five interviews was developed in an effort to collect the information necessary to address the research question which has been raised
Surveys are defined by Brown and Rogers (2003: 142) as procedures used to gather and describe the characteristics, attitudes, views, and opinions of students, teachers, administrators, and other key stakeholders in a study They typically take the form of interviews or questionnaires, with questionnaires being more efficient for collecting large-scale data from many individuals This method is essential for obtaining comprehensive insights in research involving diverse participant groups.
About the application of surveys, Brown and Rodgers (2003: 117) summarize:
Surveys have been widely used in second language teaching and learning research to explore various topics Key areas include individual learning differences such as motivation, learning styles, personality, anxiety, and attitudes toward language learning (see Oxford, 1990; Dornyei & Schmidt, 2001) Additionally, surveys have been employed for needs analysis of language programs (e.g., Johns, 1981), evaluating the effectiveness of language programs (e.g., Lynch, 1992, 1997), and assessing the usefulness of teacher training initiatives (e.g., Ochsner, 1980) These studies contribute valuable insights to enhance language education practices.
Brown and Rodgers recommend that researchers utilize surveys to gain a deeper understanding of how processes function within their specific environments, such as classrooms Surveys are valuable tools for accurately assessing the abilities, performances, and characteristics of learners, teachers, and administrators, thereby providing essential insights for professional development and effective educational practices.
Fraenkel and Wallen (2006: 398) identify two main types of surveys: cross-sectional and longitudinal A cross-sectional survey gathers data from a sample within a specific population at a single point in time, with data collection potentially taking from a day to several weeks In contrast, a longitudinal survey involves collecting data at multiple time points to analyze changes over time, providing insights into trends and development.
This study utilized a survey design to effectively gather student viewpoints, choosing two questionnaires as the primary research tools To supplement this, five interviews were conducted to collect in-depth feedback from students at HUI, although the sensitive nature of the topic limited interview participation The interviews included the Vice-Head of the Northern campus, who has extensive experience in utilizing student feedback, and four English teachers from FFL, each employing different methods to access and benefit from student insights These qualitative insights complemented the survey data, providing a comprehensive understanding of student feedback processes at HUI.
This study was limited to a cross-sectional survey due to time constraints, meaning each questionnaire was administered only once, which is a notable limitation However, this was mitigated in two ways: first, the related content of the two questionnaires allowed their results to corroborate each other, strengthening the findings; second, open-ended questions were incorporated to provide qualitative insights and clarify the numerical data, enhancing the overall validity of the study.
This research incorporated supplementary methods like classroom observation and library research to provide a solid theoretical foundation and enhance analysis These approaches helped evaluate students' feedback through ELT theories and gather valuable additional information The insights gained from these methods contributed to formulating comprehensive recommendations at the conclusion of the study.
Hereafter, the participants, the instruments, and the data collection procedures will be depicted
In June 2006, the first questionnaire was distributed to evaluate student perceptions of each teacher’s performance during the academic year This survey was conducted at the end of the first year of both the four-year and three-year English programs, spanning the courses from 2005 to 2009 and 2005 to 2008, respectively The purpose was to gather comprehensive feedback on teaching effectiveness and student satisfaction throughout the school year.
A total of 123 students participating in both the four-year and three-year programs were each provided with approximately ten copies of Questionnaire 1 This allowed students to reflect on and evaluate individual teachers, with each questionnaire dedicated to one specific teacher's performance and teaching style.
The questionnaire was designed to be self-administered, allowing students to complete it at home due to the time required for evaluation As it was distributed after the end-of-term test and authorized by the Dean of FFL, the overall return rate was 39%.
48 However, the students who returned the questionnaires answered them quite carefully, with plentiful answers to open ended questions about what they like and do not like about each teacher
The most common age of participants is 18 with some of them being 19 or
20 There is not much difference about age amongst the students As usual, the predominant gender of the students of the English programs is female The number of female participants is 31 (65%) while males account for 35% of the respondents
The second questionnaire was implemented in November 2006, when there
This study focuses exclusively on three-year program students, as the questionnaire was limited to this group Given the differences between three-year and four-year program students, the research aims to analyze the responses of three-year English majors in detail This targeted approach ensures a comprehensive understanding of the unique perspectives of three-year program students.
A total of 143 students from the three-year English program at HUI participated in the second questionnaire, with 37 second-year and 103 first-year students completing the survey out of 213 students This self-administered questionnaire was distributed to all 63 second-year and 150 first-year students, and responses were collected within one week Overall, 140 students from the program’s classes at HUI responded to Questionnaire 2, representing a substantial participation rate.
Sufficient background information of these participants will be presented in Chapter 4, Part 4.2.1
Based on Brown (2001:47), a minimum of 28 participants is necessary for accurate statistical analysis In this study, 48 out of 123 English majors (39%) in June 2006 and 140 out of 213 three-year English majors (65.7%) in November 2006 participated by filling out questionnaires The non-respondents did not do so due to circumstantial reasons such as absence or forgetting to return the self-administered questionnaires, not bias Therefore, the sample size is sufficiently large and representative of the target population for reliable analysis.
Ms Đinh Thị Minh Hòa, Vice-Head of The Northern Campus and Dean of the Faculty of Basic Sciences, consistently utilizes student feedback to inform her administrative decisions An interview with her confirmed the importance of integrating student input into university management Her practices highlight the positive impact of listening to students on improving educational services at Ho Chi Minh City University of Industry This approach underscores the value of student feedback as a vital resource for enhancing institutional effectiveness and student satisfaction.
FINDINGS THROUGH QUESTIONNAIRE 2
Questionnaire 2 reflects what students do not like teachers to do and what students expect from their teachers The knowledge about students’ features will be very important for the analysis of the responses The first part of Questionaire 2 is devoted to seeking identification information about student participants And the second part, also the main part of the questionnaire is for asking about the factors that affects students’ satisfaction with their teachers Tables 4.3 to 4.7 will vividly illustrate the information collected through Part I of Questionnaire 2
The questionnaire revealed a gender distribution among first-year English majors, with 113 females and 27 males respondents, accurately reflecting the overall gender composition of the student population at that time.
Table 4.3 Gender distribution of respondents to Questionnaire 2
There is not much difference between students in the perspective of age Most of them were 18 or 19 years old when they entered college
Year of birth Age Frequency Percent
Table 4.4 Participants’ age when they entered HUI’s English college program
The majority of the participants started to learn English at the age of 12, the time they started junior high school, which is common in Vietnam
Age to start learning English Frequency Percent
Table 4.5 Participants’ age when they started to learn English
However, their place of studying high school varies, which could have created different conditions, more or less favorable, for learning and practicing English
Place to attend high school
Table 4.6 Places where participants attended high schools
According to Table 4.6, the most common difficulties faced by participants are a lack of basic knowledge and confidence, which significantly impact students’ expectations toward their teachers Enhancing students' knowledge and proficiency should be a priority for English teachers, focusing on supportive teaching methods to boost confidence without causing additional pressure Addressing these challenges can lead to improved student outcomes and a more positive learning experience.
Lack of confidence in using English 57 40.7 1
Too little class time for English 5 3.6 6
Being unable to have extra classes 6 4.3 4
Student participants in Hui's three-year English program are similar in age but diverse in their learning conditions, as they come from various regions across Vietnam Many live in affordable rented rooms, while others reside with their families at home Despite all having limited English proficiency, there is a significant gap between the most and least competent students The majority of junior college English majors are female, yet both male and female students face common challenges such as lack of foundational knowledge and confidence in learning English.
4.2.2 An overview of statistics from Part II of Questionnaire 2
The mean is used as the primary indicator for analyzing the data, reflecting its status as the most widely utilized measure of central tendency, as noted by Brown and Rodgers (2003) In addition, descriptive statistics such as mode, minimum, maximum, and standard deviation are also included to provide a comprehensive overview The data collected from Part 3 of Questionnaire 2, along with students' additional comments on each subquestion, are documented in Appendix 5 for detailed review.
Based on the average responses to the questionnaire, teachers' behaviors can be ranked from most strongly opposed to least opposed The data indicates which behaviors elicited the highest levels of disagreement, providing insight into areas of teacher conduct that require attention This ranking helps identify the behaviors that students find most problematic, guiding efforts to improve teaching practices and classroom environment.
Notes: Score scale: (1) Totally agree, (2) Agree, (3) Accept, (4) Disagree, (5) Strongly disagree (See the questions in Appendix 2)
The chart in Figure 4.1 highlights that questions 8.5, 8.3, 9.1, 10.8, and 9.6 received the highest scores, indicating students’ strong opposition to issues such as teachers refusing to answer questions, unfair grading practices, lack of clear outlines and objectives, insufficient correction of exercises, and overly difficult or irrelevant final tests Conversely, questions 11.1 and 10.10 received the lowest scores of 2.904 and 2.486, reflecting concerns about teachers using Vietnamese storytelling for about 20% of class time and assigning students to look up new lexical items or information in dictionaries or reference books.
4.2.3 Analysis of answers to each question
In this part, the answers to each main question in Part 3 of Questionnaire 2
Firstly, there will be a stack-bar chart for illustrating the percentage of frequency of answers to each subquestion in each main question of Part 3
This article presents detailed statistical analysis of survey data, including charts that display the number of valid and missing responses for each sub-question It highlights key metrics such as the mean (average) score, the overall ranking of that mean within the group, the mode (most frequently occurring response), and the standard deviation, which indicates the level of answer variability Additionally, the charts show the minimum and maximum responses, providing a comprehensive overview of response distribution and data reliability.
This article presents a brief analysis of statistical data alongside representative student comments, providing valuable insights into the research findings The combined analysis helps address the subquestions of the study’s main research question, offering a comprehensive understanding of the participants' perspectives These preliminary findings contribute to the overall insights and implications of the research, highlighting key patterns and trends identified through both quantitative and qualitative data Incorporating this information ensures the content is SEO-friendly by including relevant keywords such as "statistical analysis," "student feedback," "research findings," and "educational insights."
The following chart presents the frequencies of participants’ answers to Question 12 in Questionnaire 2
Strongly disagree Disagree Accept Agree Totally agree
Figure 4.2 Frequencies of answers to Question 8.1 to 8.9
Below are the statistics of mean, mode, standard deviation, minimum and maximum of answers to Question 8
Valid Missing Value Rank Mode S.D Minimum Maximum
Notes: Score scale: (1) Totally agree, (2) Agree, (3) Accept, (4) Disagree, (5) Strongly disagree (See the questions in Appendix 2)
Table 4.8 Summary of statistics from Question 8
Participants most strongly oppose teachers who refuse to answer students’ questions related to the subject, with a high mean score of 4.819 in Questionnaire 2 and 114 out of 140 participants “strongly disagreeing” with such behavior Students express significant concern over teachers’ lack of knowledge and methods, emphasizing the need for kind and clear explanations to alleviate confusion When teachers dismiss students’ questions due to busyness or disinterest, it leads to frustration, as highlighted by students who consider this a major worry in their academic experience.
Students do not expect teachers to be “walking dictionaries,” understanding every answer instantly Instead, many students appreciate when teachers acknowledge their limits and promise to find and provide the correct information later, fostering a respectful and supportive classroom environment For example, some students suggest that teachers should not refuse questions but instead commit to answering them after some research, ensuring that they meet both student curiosity and instructional priorities This approach emphasizes that teachers do not need to answer all questions immediately, but should focus on effectively sourcing and presenting accurate information within the constraints of lesson time The key is balancing thoroughness with time management to enhance student understanding without overburdening teachers.
Students strongly dislike perceived unfairness in grading, with a mean score of 4.710 indicating clear opposition Many students expressed their frustration, with comments like “I absolutely cannot accept this,” highlighting the importance of fair assessment Scores not only impact students' academic advantages but also serve as a measure of their ability, as Student 80 emphasized, “Scores are one of the ways students can know their ability.” Overall, students expect teachers to be fair and meticulous when awarding marks.
Although teacher comments are not reflected in grades, they significantly impact students' perceptions and attitudes Students express a strong desire for fairness, with an average response of 4.507 to concerns about unfair comments, indicating their importance Some students explicitly emphasize the need for precise and just feedback, stating that "it is necessary to have exact comments" and "I cannot stand unfair comments," highlighting the importance of fairness in assessments Additionally, students value teachers who demonstrate appropriate communication skills, with one student wishing for teachers to have "suitable attitudes and comments in each circumstance." As teachers play a pivotal role as assessors in the learning process, adopting a sensitive and accurate style of feedback is crucial for earning students' trust and respect, ultimately enhancing the educational experience.
Question 8.1 asks for students’ opinions if “The teacher ridicules students’ mistakes” and Question 8.2 is about their viewpoint when “The teacher harshly criticize students’ mistakes.” These two questions lead to slightly lower mean value of answers (4.050 and 4.139), but they are still remarkable Through students’ answers to these two questions, we can infer that teachers should be prudent when criticizing students’ mistakes, because such behavior or words can hurt students feelings and cause negative reactions, even if the students’ mistakes are obvious
Students’ perceptions on this issue vary significantly The majority of respondents, as shown in Figure 4.1, strongly disagree with the statement, yet 26.4% of participants agree or are accepting of it Some students find humor in academic settings, with Student 6 mentioning that “sometimes it is joyful for the purpose of studying,” while Student 45 believes “jeering by teachers can motivate students to study.” However, students also emphasize the importance of teachers maintaining boundaries, with Student 36 noting that “it is acceptable, but teachers should not be excessive.” Overall, incorporating humor can be beneficial for teachers if used appropriately to motivate students without overstepping boundaries.
SUMMARY OF AND ANALYSIS OF THE INTERVIEWS
Some ideas in this chart may challenge many teachers' beliefs, such as the misconception that admitting mistakes in class is odd In reality, students view occasional errors as normal, and self-correction fosters better learning This chart serves as a valuable checklist for teachers, especially those with less experience, to improve their teaching strategies before and during English lessons.
4.3 SUMMARY AND ANALYSIS OF THE INTERVIEWS
4.3.1 The interview with Ms Đinh Thị Minh Hòa, Vice-Head of the Northern Campus of HUI
Survey data collected through Questionnaire 1 and Questionnaire 2 provide valuable insights into the teaching process and students' perspectives Despite this, teachers in FFL at HUI have not benefited from similar survey results, as findings are only shared with higher authorities and not directly with instructors Although school leaders require deans to conduct periodic student satisfaction surveys in FFL, the results are often withheld from teachers due to concerns that negative feedback might affect their morale or cause distress.
At HUI's Northern Campus, student feedback is actively collected and utilized to enhance teaching quality, demonstrating the institution's commitment to continuous improvement I interviewed Ms Đinh Thị Minh Hòa, Vice-Head of the Northern Campus, to gain insights into their effective strategies for gathering and applying student feedback During our discussion, she shared valuable experiences and practices that highlight the importance of student input in refining educational methods The complete interview script with Ms Đinh Thị Minh Hòa can be found in Appendix 7A, providing detailed insights into their feedback mechanisms.
Teacher evaluations are conducted through three key channels: student feedback, peer evaluations via classroom observations, and the review of teaching documents such as lesson plans and teaching schedules.
Student feedback is collected through evaluation forms and the internal mailbox each term All English class students are encouraged to provide their opinions on their teachers using these evaluation forms For urgent issues that cannot wait until form submission, students can contact the Campus Head via the internal mailbox to ensure prompt attention.
Deans of Faculties review students' feedback and share it privately with teachers to foster professional growth Currently, student feedback is used as a constructive tool to highlight teachers’ strengths and areas for improvement, avoiding public disclosure to reduce pressure Importantly, this feedback does not influence bonuses or disciplinary actions, ensuring a supportive environment focused on development.
Student feedback is generally constructive and reasonable, reflecting the good conduct of most students and the effective preparation by administrators in collecting their comments Deans provide clear instructions and explanations about the importance of student evaluations and the proper way to give feedback, ensuring a respectful and productive process When receiving extreme or unusual comments, Deans investigate their accuracy before considering them, maintaining fairness The English teachers at the Northern Campus respond to student feedback with openness and cooperation, fostering a positive campus environment Although some older teachers initially exhibited unpleasant attitudes toward negative feedback, the faculty Dean addressed these issues, helping teachers to view student comments more objectively and reduce prejudices.
According to Ms Hòa, with clear guidance and a systematic, tactful approach, we can effectively address challenges and unlock significant benefits for administrators, teachers, and students by utilizing students' feedback Implementing a structured feedback process fosters improved communication, enhances educational strategies, and promotes a more engaging learning environment for all stakeholders.
4.3.2 The interviews with four teachers of English in FFL of HUI
To gather insights into teachers' perspectives on utilizing student feedback to enhance teaching quality, I interviewed faculty members from the Foreign Languages Department However, due to time constraints and personal reasons, many teachers were unable to participate It appears that some educators were hesitant to discuss student feedback, likely due to negative or anxious feelings associated with the topic.
Four teachers agreed to participate in interviews to share their perspectives on students’ feedback, providing valuable insights into its impact on teaching practices (interview scripts are available in Appendix 7B to 7E).
All four teachers emphasized that the primary role of an English teacher is to act as a facilitator, guiding and supporting students in their learning process They highlighted that effective teachers help students acquire knowledge and develop skills by encouraging independent learning and providing necessary assistance This approach underscores the importance of a supportive teaching role that promotes student autonomy and active engagement in language acquisition.
Secondly, the ways of developing teaching ability mentioned by the four teachers are: reading from materials, discussing with colleagues, and reflections from students
However, the ways of getting feedback from students are slightly different amongst them
Teacher 7 consistently conducts end-of-semester student surveys using a two-part questionnaire, including multiple-choice evaluations of the course and open comments, while also assessing students’ understanding through lesson consolidations In contrast, Teacher 9 is hesitant to administer questionnaires directly to students but reviews evaluation forms collected by the Faculty of Foreign Languages Both teachers received high student ratings in Questionnaire 1, scoring 3.65 and 3.30 respectively, reflecting their effectiveness and positive student perception.
Teacher A, a young and novice English teacher participating in a three-year teaching program, actively seeks student feedback and believes that fostering a warm, close, and friendly relationship with students is essential Despite his positive attitude towards student input, he has not used formal questionnaires due to limited preparation time and instead relies on direct oral questions after each class to gauge students’ feelings about the lessons and teaching methods.
Teacher B, a new participant in the three-year English program, has prior experience with student feedback from another teaching initiative After receiving negative comments from two class monitors—who noted that her communication style was difficult for students to understand—she realized the importance of understanding students’ feelings and needs during lessons As a result, she now encourages students to write down their thoughts and wishes on paper, submitting these reflections after 4 to 5 weeks of working with her to improve her teaching approach.
The four teachers interviewed have received limited comments from their colleagues, primarily due to the nature of their roles, where each teacher manages their own class with minimal interference from others Typically, interactions occur only during formal class observation activities organized by the Deans Additionally, teachers rarely request peer feedback on their teaching performance, instead preferentially seeking comments from students.