INTRODUCTION
Background to the study
The ongoing debate in grammar teaching centers on whether explicit instruction is necessary, influencing various teaching methods and approaches While effective delivery and teacher guidance are crucial for lesson success (Scrivener, 2012; Ur, 1996), assessing students’ understanding during lessons is equally important to ensure their progress (Fisher & Frey, 2014) Ultimately, regardless of the teaching approach, frequent checks for understanding are essential for reinforcing learning and achieving student mastery of grammar concepts.
Using the question "Do you understand?" often fails to accurately assess students' comprehension, as a simple "Yes" can be misleading or ambiguous Such questions may prevent true understanding, with students hesitant to admit confusion or uninterested in prolonging class time To effectively gauge learning, teachers should employ concept-checking questions that elicit concrete evidence of students' understanding These targeted questions provide reliable insights into students' grasp of the material, ensuring meaningful assessment beyond vague or surface-level responses.
Concept Checking Questions (CCQs) are strategic questions teachers use during lessons to assess learners’ understanding of lexis and grammar According to Scrivener (2012), CCQs simplify complex language meanings by breaking them down into basic concepts and using closed, straightforward questions for clear comprehension For example, to verify the understanding of “He used to play football,” a teacher might ask targeted CCQs to ensure students grasp the meaning and usage of the phrase Proper utilization of CCQs enhances comprehension and reinforces language learning effectively.
- Does he play football now? (No)
- Did he play football in the past? (Yes)
- Did he play once or many times? (Many times)
There is a consensus that concept checking questions (CCQs) are more effective than general questions like “Do you understand?” or “Any questions?” because responses to these are unreliable indicators of comprehension (Hunter, 1982; Hunter, 1994; Roberts, 2017; Scrivener, 2011) Recent research supports the effectiveness of CCQs in enhancing student understanding (Florkowska, 2017; Kargar & Divsar, 2019) Florkowska (2017) emphasizes that CCQs are a crucial technique that trainee teachers should master promptly (p.29) Similarly, Kargar and Divsar (2019) demonstrated the positive impact of CCQs on students’ grammar proficiency through their experimental study However, there remain unexplored aspects, such as teachers’ perceptions of CCQs’ role and their personal experiences implementing them in grammar instruction.
There is a noticeable gap in research on Conceptually Clear Questions (CCQs) within Vietnam’s English language teaching context Specifically focusing on grammar instruction, this study aims to explore the use and effectiveness of CCQs in Vietnamese classrooms Addressing this gap, the research provides valuable insights into how CCQs can enhance grammar teaching strategies in Vietnam.
Research indicates that teachers' beliefs or knowledge do not always align with their actual classroom practices (Borg, 2001) Therefore, understanding teachers' beliefs about using Concept Checking Questions (CCQs) must be complemented by examining their real teaching practices This study aims to explore teachers' beliefs regarding CCQs and investigate how they implement this technique in grammar instruction.
Aims of the study
One of the hardest parts of teaching English as a foreign language is grasping how much the students fully understand what is being taught (Roberts,
Relying solely on asking students, "Do you understand?" often fails to accurately assess their true comprehension Therefore, it's essential for educators to develop effective methods for checking understanding, ensuring students have a clear and complete grasp of the concepts.
Concept checking questions (CCQs) are an effective technique for assessing students' understanding of grammar and vocabulary They help identify whether students grasp the meaning and correct usage of language concepts, especially when these differ from or partially overlap with students’ first language (L1) (Roberts, 2017) Using CCQs simplifies the learning process by providing clear, targeted questions that clarify complex concepts, making them more efficient than lengthy explanations Overall, incorporating CCQs into language instruction enhances comprehension and ensures that students accurately understand key grammatical and vocabulary points.
To effectively gauge students' understanding, teachers should avoid simply asking, “Does everyone understand?” and instead focus on eliciting concrete evidence of comprehension (Scrivener, 2011) Asking specific, targeted questions about the recent lesson provides clearer insights into students' grasp of the material, reducing the assumption that all students automatically understand (Hollingsworth & Ybarra, 2009) This approach ensures that teachers can accurately assess learning progress rather than relying on vague opinion-based inquiries.
While the benefits of Concept Checking Questions (CCQs) are widely recognized, ongoing debates about their proper use persist Teachers often struggle with crafting effective CCQs, which can lead to confusion rather than clarity for students Poorly worded or phrased CCQs can negatively impact student learning, highlighting the importance of proper formulation to maximize their educational value (Florkowska).
Concept checking questions are an effective tool for assessing students' understanding, offering valuable evidence for making informed instructional decisions However, selecting appropriate questions, timing them effectively, and phrasing them correctly pose significant challenges for educators Poorly executed concept checking questions can hinder students’ learning rather than support it, emphasizing the importance of skillful implementation According to Florkowska (2017), improper use of these questions can even become barriers to students’ learning process, highlighting the need for careful and strategic questioning techniques.
Formulating effective concept checking questions (CCQs) is a significant challenge for language teachers, impacting how effectively they assess students' understanding To address this issue, the researcher conducted a study to explore teachers’ beliefs about the importance of CCQs and to gain deeper insights into their proper usage This research aims to improve the implementation of CCQs, ultimately enhancing language teaching effectiveness.
Although numerous discussions highlight the theoretical benefits of concept checking questions (CCQs), limited research has explored their practical application in real classroom settings This study addresses this research gap by examining teachers' beliefs and practices regarding CCQs in grammar lessons The findings offer valuable insights into teachers’ perspectives and current implementation of CCQs in English language teaching Ultimately, this research aims to expand knowledge on the effective use of CCQs as a tool for ensuring student understanding and improving grammar instruction.
This research focuses on Vietnamese EFL teachers' beliefs about using Concept Checking Questions (CCQs) in grammar instruction, exploring their perceptions and actual classroom practices It aims to understand how teachers implement CCQs to assess students’ understanding of grammatical structures The study also investigates the alignment between teachers’ stated beliefs and their real-world teaching behaviors To achieve these goals, the research addresses key questions regarding teachers’ attitudes toward CCQ usage and their effectiveness in checking students’ comprehension of grammar.
1 What are the teachers’ beliefs towards using CCQs in grammar teaching?
2 What are the teachers’ practices of using CCQs in grammar teaching?
2.1 How do the teachers use CCQs when they teach grammar?
2.2 How do the students react to their teachers’ CCQs?
2.3 How do the teachers follow up their students’ responses?
Significance of the study
This study aims to explore teachers’ beliefs about using Concept Checking Questions (CCQs) and reflects their experiences with this technique, emphasizing its importance in effective student assessment Accurate assessment of student understanding helps teachers save time by reducing the need for extensive test corrections and re-explanations, making classroom management more efficient Additionally, CCQs serve as a valuable formative assessment tool that informs instruction, allowing teachers to make necessary adjustments for better student learning outcomes Implementing CCQs enhances teaching effectiveness by facilitating immediate feedback and targeted instruction.
This research explores teacher cognition—what teachers think, know, and believe—and how these mental constructs influence their actions in the language classroom (Borg, 2003) Teacher cognition significantly impacts classroom practices and shapes the learning opportunities available to students Recognizing the importance of concept checking questions (CCQs) is essential for effective instruction and ongoing teacher development Analyzing students’ responses to CCQs enables teachers to self-assess and enhance the clarity of their teaching, ultimately improving instructional quality The study’s findings offer valuable implications for teachers’ professional growth and provide a deeper understanding of how teachers perceive and utilize CCQs, benefiting language instructors and practitioners alike.
Scope of the study
This study emphasizes the importance of the checking step in language learning, regardless of how grammar is presented, highlighting that verifying students' understanding is crucial (Roberts, 2017) It investigates teachers’ beliefs and experiences regarding the use of Concept Checking Questions (CCQs) as an understanding check tool specifically for grammar instruction The research focuses solely on teachers’ stated beliefs and observed practices in grammar concept checking, excluding other aspects of language teaching Conducted at a single campus of a language center in Ho Chi Minh City, the findings are limited to the participants involved and may not be generalized to all EFL teachers.
Organization of thesis chapters
The current thesis includes five main chapters: (1) Introduction, (2) Literature Review, (3) Methodology, (4) Findings and Discussion and (5) Conclusion
The Introduction chapter outlines the background and purpose of the study, establishing the context for the research It clearly states the research aims and questions, highlighting the study's significance Additionally, this chapter defines the scope of the research, setting the foundation for the subsequent analysis.
The second chapter, Literature Review, is divided into two main sections The first section provides the theoretical foundation by examining key theories and concepts related to grammar teaching, understanding checks, and concept checking questions (CCQs) The second section reviews existing research on the use of CCQs in classroom settings, helping to develop a robust conceptual framework that guides the research design, data collection, and analysis.
The Methodology chapter outlines the research design and detailed procedures for data collection and analysis, providing a clear framework for how the study was conducted.
The Findings and Discussion chapter presents a thorough analysis of the collected data and highlights the key results of this research It addresses the research questions by providing meaningful insights and interpretations Additionally, this chapter lays the foundation for the recommendations outlined in Chapter Five, ensuring a logical progression from data analysis to practical suggestions.
The conclusion provides a concise summary of the current research, highlighting key findings and insights It discusses pedagogical implications for EFL teachers and teacher trainers to enhance teaching practices The chapter also addresses the study's limitations and offers valuable recommendations for future research to build on these findings.
LITERATURE REVIEW
The changing view of grammar teaching
Historically, the value of grammar instruction has been a topic of debate among language teaching theorists and practitioners, with ongoing claims both supporting and questioning its effectiveness (Thornbury, 1999) The evolution of second language teaching approaches reflects this debate, shifting from grammar-based methods where explicit grammar instruction was central, to communication-focused approaches that deemphasize formal grammar teaching Recently, there has been a renewed interest in reconsidering the importance of grammar, emphasizing focus on form and consciousness-raising to enhance language acquisition.
Proponents of grammar teaching previously believed that mastering grammatical rules alone was sufficient for language acquisition Grammar-focused approaches, such as the Grammar Translation Method and the Audio-Lingual Method, emphasized the importance of understanding and memorizing grammatical structures The Grammar Translation Method involved explicit rule explanation, vocabulary memorization, and translation practices, while the Audio-Lingual Method, influenced by behaviorism, viewed language learning as habit formation through memorization of structural patterns Both methods assumed that learning a second language equated to mastering its form, neglecting the importance of language functions and real-life communication Consequently, these approaches have been deemed inadequate for meeting the communicative needs of modern L2 learners.
The debate on grammar teaching highlights both supporting arguments and criticisms, primarily centered around the Communicative Approach (CLT) This approach emphasizes developing learners' communicative ability—using and interpreting meaning in real-life contexts—over merely mastering formal grammatical rules (Widdowson, 1978) Since the 1970s, language education has shifted focus toward achieving communicative competence, which includes using grammar and vocabulary effectively and appropriately in social situations Advocates of CLT argue that grammatical knowledge is only one aspect of overall communicative competence While deep-end CLT dismisses traditional grammar instruction and grammar-based syllabuses, the more pragmatic, “shallow-end” version still incorporates grammar within its functional syllabus, maintaining a strong grammatical foundation (Thornbury, 1999).
Developments in second language acquisition (SLA) theories, especially Krashen’s (1981) distinction between acquisition and learning, have significantly influenced exposure to meaningful communication Krashen explains that acquisition is an unconscious, implicit process triggered through exposure to the right input in a stress-free environment, activating innate learning capacities Conversely, learning is a conscious, explicit process resulting from formal instruction and offers limited effectiveness for real communication He emphasizes that successful second language acquisition relies on the process of acquisition rather than learning, asserting that learned knowledge cannot transform into acquired knowledge.
The deep-end version of the communicative approach emphasizes that language is acquired through meaningful interaction, inspiring task-based language instruction This method involves classroom activities that mimic real-life situations, engaging learners in tasks that promote interaction and negotiation to complete specific objectives While traditional task-based instruction prioritized communication over grammar, recent perspectives, such as Skehan (1996), advocate for a balanced focus on both grammar forms and communicative skills during task design, integrating grammatical accuracy without compromising meaningful interaction.
2.1.3 Re-consideration of grammar teaching
Research in second language acquisition emphasizes the vital role of grammar in effective language learning Experts like Long (1983) and Norris and Ortega (2001) have demonstrated that form-focused instruction significantly enhances the mastery of target structures and produces lasting gains Ellis (2006) also affirms that teaching grammar is effective, challenging the naturalist or zero-grammar approaches These findings support integrated instructional methods that combine grammar instruction with communicative practice in second language classrooms.
Krashen (1981) argued that acquisition is an unconscious process primarily triggered by exposure to comprehensible input, while other theorists emphasize the role of conscious processes such as attention Schmidt’s (1990) Noticing Hypothesis states that second language learners must consciously notice input to advance their abilities, with noticeable forms being more likely to be produced VanPatten’s (1996) Input Processing theory highlights how learners use strategies to connect grammatical forms with their meanings, emphasizing that limited processing capacity requires instructional support to help learners focus on relevant input Processing instruction, a pedagogical approach based on the input processing model, encourages teachers to design activities that facilitate form-meaning connections, optimizing language acquisition.
The revival of grammar instruction has been driven by the emergence of key theoretical concepts such as focus on form and consciousness-raising, which emphasize the importance of directing learners’ attention to linguistic features within meaningful contexts Long (1991) introduced focus on form (FonF), an instructional approach that addresses linguistic issues during communicative activities to enhance language learning Ellis (2002) highlighted consciousness-raising as activities designed to make learners aware of specific linguistic features, aiming to develop explicit grammatical knowledge While consciousness-raising may not directly foster the acquisition of implicit knowledge, it indirectly supports grammatical understanding essential for communication Overall, these approaches suggest that using techniques to focus learners' attention on grammatical forms and increasing their grammatical awareness can significantly improve language learning outcomes.
Recent frameworks for grammar teaching emphasize integrating grammar into meaningful communication rather than focusing solely on rules Celce-Murcia and Larsen-Freeman (2003) proposed a communicative model of grammar instruction that highlights three key dimensions: form/structure, meaning/semantics, and use/pragmatics They argue that grammar encompasses more than just morphological and syntactic forms; it also involves semantics and pragmatics, essential for accurate and appropriate language use Teaching grammar effectively requires helping students use structures correctly, meaningfully, and contextually, rather than simply memorizing rules This holistic approach is illustrated through a pie chart demonstrating the interconnectedness of these three dimensions for comprehensive grammar competence.
Figure 2.1 Three-dimensional Grammar Framework (Celce-Murcia &
According to Larsen-Freeman (2003), grammar is considered a vital fifth skill alongside Reading, Writing, Listening, and Speaking, emphasizing its dynamic role in language learning She views grammar not merely as a static body of knowledge but as an essential skill that enables learners to use language accurately, meaningfully, and appropriately in real communication.
“grammaring” and claimed that grammar teaching is not so much knowledge transmission but is skill development
Recent research highlights the importance of integrating grammar into second language instruction, despite ongoing debates The evidence supporting grammar's role in language learning has become compelling enough to prompt educators to reevaluate its significance Incorporating grammar instruction can enhance language acquisition and overall communicative competence Consequently, mainstream language teaching methodologies are increasingly recognizing the vital role of grammar in achieving language proficiency.
2.1.4 Teachers’ perspectives on the teaching of grammar
Research on teachers’ beliefs about teaching grammar reveals diverse perspectives, with studies like Borg (2001, 2003) highlighting the significance of formal grammar instruction in language teaching For instance, Borg’s (2001) study found that all teachers considered formal grammar instruction an essential component of second language (L2) education In the Vietnamese context, these findings underscore the widespread belief among educators in the value of explicit grammar teaching to enhance language proficiency.
Le and Barnard (2009) found that Vietnamese teachers highly value the importance of grammar in language teaching Their study revealed strong support for explicit grammar instruction and the effectiveness of explaining grammatical rules Overall, regardless of the chosen teaching methods, grammar remains a crucial component of language education This highlights the essential role of grammar instruction in developing language proficiency.
This review highlights the importance of grammar instruction in second language teaching, emphasizing that focusing learners' attention on grammatical features enhances their understanding Effective lessons should direct learners' awareness to specific linguistic elements within the input, facilitating better comprehension Moreover, successful language use requires learners to grasp not only grammatical forms but also the meanings and functions of structures within meaningful communication.
Checking for understanding
Checking for understanding (CFU) is a key component of formative assessment, which is conducted throughout the learning process to monitor student progress and evaluate instruction effectiveness The main objectives of formative assessment include identifying areas for instructional improvement, checking for understanding, correcting misconceptions, and reinforcing concepts (Kilbane & Milman, 2014) This approach provides valuable data that enables teachers to make timely instructional adjustments, ensuring ongoing student support A significant advantage of formative assessment is its ability to inform instructional changes while there is still an opportunity to enhance student learning outcomes.
Checking for understanding is a valuable formative assessment technique that benefits both teachers and learners by providing real-time insights into student comprehension When teachers effectively use checks for understanding, they gather immediate data on students' knowledge and skills, allowing for instant adjustments to instruction This process offers critical evidence of learning for both teachers and students, enhancing the overall effectiveness of the educational experience.
A 2016 study explored the role of real-time formative assessment (CFU) in middle school classrooms The findings revealed that utilizing CFU to make immediate adjustments significantly enhances student learning Participants emphasized that real-time feedback and tailored instructional strategies are crucial for improving educational outcomes Implementing ongoing CFU practices supports dynamic teaching approaches that effectively address students' needs in real time.
Secondly, CFU allows teachers to make instructional decisions during the lesson based on students’ errors and misconceptions (Fisher & Frey, 2014; Hunter,
Formative assessment is a process where data about student learning is collected, analyzed, and utilized by teachers and students to guide progress towards learning goals (Brookhart, 2011) It enables teachers to provide targeted feedback and adapt instructional methods in real-time, enhancing the effectiveness of teaching and learning For example, if a teacher notices some students struggle with a concept, they can decide to reteach, clarify misunderstandings, or adjust the lesson plan to better support student comprehension According to Wiggins and McTighe, formative assessment plays a crucial role in identifying learning gaps and promoting continuous improvement throughout the educational process.
Understanding develops through ongoing inquiry and rethinking, so assessment should be viewed as a collection of evidence over time rather than a single event Relying solely on independent practice, homework, quizzes, or final tests to determine student learning is too late to make instructional adjustments, as the lesson has already concluded The primary benefit of formative data lies in its real-time use, enabling teachers to adapt their instruction and support student progress toward learning targets effectively.
Formative assessment (CFU) enables teachers to verify that students are not reinforcing misconceptions, preventing these errors from becoming permanent According to Greenstein (2010), questioning techniques help identify knowledge gaps, allowing teachers to address misunderstandings or errors early on before they become ingrained While effective grammar instruction is crucial, incorporating CFU techniques is an essential part of the teaching and learning process to ensure student progress and mastery.
Wiggins and McTighe (1998) introduced a comprehensive continuum of assessment methods for CFU, enabling teachers to gather evidence of student learning effectively This spectrum includes quick checks for understanding such as oral questions, observations, and dialogues; traditional assessments like quizzes, tests, and open-ended prompts; and performance tasks and projects that demonstrate deeper learning They also highlighted various techniques for assessing understanding, as illustrated in their framework, providing a flexible approach to formative assessment that enhances teaching and learning.
Formative assessment is essential for providing ongoing insights into students' understanding, with Checking for Understanding (CFU) playing a crucial role in enhancing learning outcomes and guiding instructional strategies According to Wiggins and McTighe (1998), various CFU techniques exist, with this study emphasizing the use of oral questions as an effective method to assess student comprehension and inform teaching practices.
2.2.1 Questions to check for understanding
Teachers can effectively assess students’ understanding by asking targeted questions, which help identify knowledge gaps, misconceptions, and misuse of concepts (Greenstein, 2010) Research shows that questioning is one of the most common and effective methods for checking comprehension (Lee, 2006; Wiggins & McTighe, 1998) While simply telling students about new concepts may increase awareness, it does not guarantee learning; asking questions encourages reflection, challenges understanding, and boosts student engagement (Fisher & Frey, 2014) Incorporating frequent questions throughout lessons can enhance classroom dynamics by making discussions more interactive and breaking up lectures, leading to increased student attention and participation.
Numerous studies highlight the crucial role of teachers’ questions in enhancing the learning process in EFL classrooms As the most common form of interaction between teachers and students (H Brown, 1994), these questions facilitate active student engagement and critical thinking Teachers’ questions serve various functions, including assessing understanding, encouraging participation, and promoting language development, making them essential tools for effective English language instruction.
Figure 2.2 illustrates a continuum of assessments designed to arouse interest and curiosity about a topic, improve focus on specific issues or concepts (Brown & Wragg, 1993), and effectively check learners’ understanding These assessments help elicit information, monitor classroom progress (Nunan & Lamb, 1996), identify what learners do or do not know, and serve as reminders of previously completed work Additionally, these tools are essential for challenging students, stimulating their thinking, and fostering their cognitive development (Peacock, 2001).
The most influential distinction of question types is made by Long and Sato
In 1983, Long and Sato distinguished between display and referential questions, highlighting that the main difference lies in the teacher’s knowledge of students’ answers Referential questions solicit information unknown to the teacher, encouraging students to produce original responses, while display questions request known information from the learner It is argued that using referential questions can increase learner output and foster richer interaction, negotiation, and comprehension in a communicative classroom setting (Wright, 2016).
According to Scrivener (2012), questions can be classified based on their purpose into three types: real questions, check questions, and concept questions Real questions are open-ended, aiming to enhance understanding rather than assess prior knowledge Check questions are typically closed, used by teachers to determine if students have understood specific content or need further clarification Concept questions are a subset of check questions, focusing on understanding grammar or vocabulary Scrivener also highlights that asking concept questions and requesting translations are effective techniques for teachers to assess students' learning and comprehension.
In a previous study by the researcher, questions that are used to check for understanding were put into three categories: (1) Understanding-check questions;
Concept checking questions (CCQs) and translation questions are essential tools for assessing student understanding, with CCQs including prompts like “Any questions?”, “Did you all get that?”, or “Does that make sense?”, which serve as understanding checks (Waring, 2012) Translation questions, such as “What does it mean in (L1)?” or “How do you say it in (L1)?”, help students express vocabulary or grammar points in their native language to demonstrate comprehension (T P D Nguyen, 2020) A study surveying teachers' experiences revealed that CCQs are the most preferred method for checking understanding in the classroom, highlighting their effectiveness in language teaching.
Effective questioning is essential for teachers to gather evidence of students’ understanding and make informed inferences, yet much classroom checking for understanding (CFU) remains ineffective, according to Fisher and Frey (2014) Common prompts like “Any questions?”, “Did you all get that?”, or “Does that make sense?” often fail to elicit accurate responses because students may be too confused to answer, unaware of their actual comprehension levels, or too embarrassed to reveal misunderstandings publicly These ineffective questioning strategies hinder teachers' ability to gauge true student understanding and adjust instruction accordingly.
Research on the use of concept checking questions
Despite extensive theoretical discussions on the role of concept checking questions (CCQs), limited recent empirical research has explored their practical application in EFL classrooms For instance, Kargar and Divsar (2019) conducted an experimental study demonstrating that CCQ use significantly improved Iranian female EFL learners’ grammar achievement, highlighting their effectiveness in grammar instruction However, the study did not specify the treatment duration, and it mainly provided quantitative evidence without examining teachers’ perceptions or usage of CCQs To gain deeper insights, future research should incorporate qualitative methods to explore how teachers perceive and implement CCQs in language teaching.
Florkowska’s 2017 qualitative study highlights the importance of strategic use of concept checking questions (CCQs) in EFL teaching, drawing on her CELTA experience through reflective journals and interviews with trainers and trainees The research found that most CCQs used were display questions, especially by inexperienced teachers and when introducing new or revised information at Pre-intermediate and Upper-intermediate levels The study identifies specific situations where CCQs are essential, such as for novice teachers and when verifying understanding, and scenarios where they can be skipped, including with experienced teachers and in monolingual classes Notably, the study reveals that negative perceptions of CCQ usage outweigh the positive, primarily because display questions dominate, but recommends favoring referential questions to enhance learning outcomes and reduce drawbacks associated with CCQs.
Florkowska’s (2017) study explored the types of questions teachers use to concept check, such as display and referential questions, and their impact on students’ learning; however, it has notable limitations The study primarily relies on a reflective journal written by the researcher during a CELTA course, with observations limited to demonstrations by trainee teachers rather than actual classroom settings Most interviews were conducted with trainee teachers, with only one teacher trainer, focusing mainly on their experiences and opinions about CCQ use during the course Consequently, there is a need for empirical data from in-service teachers teaching real classes to better understand current practices of using CCQs in authentic English classroom environments.
This study narrows its focus to the use of Concept Checking Questions (CCQs) specifically for teaching grammar, unlike Florkowska’s (2017) broader examination that included both lexis and grammar According to Paivio (1986), grammatical structures are highly abstract and lack clear visual representations, making CCQs especially important for clarity Florkowska’s (2017) findings indicate that more abstract concepts require more CCQs, with teachers viewing CCQs as crucial in grammar instruction Additionally, Roberts (2017) notes that grammar concepts can differ significantly from students’ first language, affecting how CCQs should be applied Therefore, this study emphasizes the role of CCQs as a tool solely for assessing students’ understanding of grammar.
Last but not least, although exploring a similar topic with Florkowska’s
This study investigates how teachers utilize Concept Checking Questions (CCQs) in real classroom settings, emphasizing their practical application rather than focusing on different CCQ types Building on previous research from 2017, which highlighted that referential CCQs are more effective than display CCQs, this study aims to explore the "what," "when," "why," and "how" of CCQ usage It provides valuable insights into teachers' practices during various stages of the teaching process and examines their beliefs about the effectiveness of CCQs in enhancing student understanding and engagement.
Concept checking questions (CCQs) are increasingly recognized as valuable tools to support language learning, yet more research is needed to provide concrete evidence of their effectiveness In Vietnam, studies on CCQs remain limited, with Dang and Nguyen (2012) mentioning concept checking but not exploring it in detail Their research investigated the impact of indirect explicit grammar instruction on EFL students' mastery of English tenses, involving 94 eleventh-graders divided into control and experimental groups The control group received deductive instruction, while the experimental group learned inductively through consciousness-raising tasks, with students engaging in contextualized activities to enhance understanding.
Research indicates that "rule-searched" tasks, where students work in pairs or groups to identify the form, meaning, and use of target structures, enhance understanding and retention (Dang & Nguyen, 2012, p 115) The study found that the experimental group, engaging in these tasks, significantly outperformed the control group in grammar analysis and oral skills, suggesting that consciousness-raising tasks may lead to more effective long-term learning than teacher-fronted instruction Although concept checking is deemed essential, its long-term efficacy appears to be greater when combined with such tasks T H Nguyen’s (2016) work on using timelines and concept questions to teach present tenses highlights the need for more empirical data supporting the use of CCQs, especially within the Vietnamese context Additionally, there is a notable research gap regarding students' reactions to teachers’ CCQs and how teachers follow up on these reactions, which this study aims to explore and address.
Although previous studies have contributed valuable insights into the use of Concept Checking Questions (CCQs) in English language teaching, there remains a significant gap in empirical research within this field While there is general consensus on the importance of CCQs for effective language instruction, little has been explored regarding teachers' beliefs about using CCQs for grammar instruction and how these beliefs influence their classroom practices Additionally, understanding students' responses to CCQs and how teachers respond to these reactions is an area needing further investigation This study aims to explore the use of CCQs in grammar teaching, focusing on teachers' beliefs and practical implementation.
Conceptual framework of the study
This section elaborates on the conceptual framework of the current study, which synthesizes and applies the theoretical perspectives of using CCQs within this specific context Built upon the discussed theoretical issues, the framework provides a clear structure for understanding how CCQs function in language learning The conceptual framework, as illustrated in Figure 2.3, guides the interpretation and application of CCQs based on the theoretical foundations outlined earlier in the chapter.
This study examines the use of Concept Checking Questions (CCQs) in relation to teachers’ beliefs and practices It explores teachers’ perceptions of the benefits and drawbacks of CCQs, emphasizing their importance in effective classroom instruction The research investigates how teachers view the necessity of incorporating CCQs to enhance student understanding and engagement Understanding teachers’ beliefs about CCQs provides valuable insights into their classroom implementation and overall effectiveness in language teaching.
This study explores how CCQs are crafted at different levels and examines teachers’ perceptions of well-constructed versus poorly constructed CCQs It investigates teachers' experiences throughout the entire process, from planning and designing CCQs to delivering them and analyzing student reactions Additionally, the research considers how teachers’ beliefs and cognition influence their practices, assessing whether there is consistency or divergence between what teachers believe and what they implement It is important to note that the focus of this study is specifically on concept checking for grammar points.
Figure 2.3 Conceptual framework of the study
METHODOLOGY
Research questions
This qualitative study aims to explore teachers' beliefs regarding the use of Concept Checking Questions (CCQs) in grammar instruction and their experiences with this technique The research seeks to understand how teachers perceive the effectiveness of CCQs and how these questions influence their teaching practices By examining teachers’ attitudes and practical application of CCQs, the study provides valuable insights into their role in enhancing language comprehension The findings contribute to the broader field of language teaching methodologies by highlighting the importance of CCQs in promoting active student engagement and accurate grammar learning.
1 What are the teachers’ beliefs towards using CCQs in grammar teaching?
2 What are the teachers’ practices of using CCQs in grammar teaching? 2.1 How do the teachers use CCQs when they teach grammar?
2.2 How do the students react to their teachers’ CCQs?
2.3 How do the teachers follow up their students’ responses?
Research Design
This study employs a qualitative, case study approach to explore teachers’ beliefs and practices regarding concept-checking questions (CCQs) in grammar instruction According to Creswell (2012), qualitative research is ideal for understanding social and human phenomena through participants’ attitudes and experiences, while Bassey (1999) highlights its effectiveness in investigating phenomena within real-world settings Mackey and Gass (2016) emphasize that case studies provide comprehensive insights into language teaching and learning within specific groups The research aims to uncover teachers’ perceptions of the benefits and necessity of CCQs, their impact on student learning, advantages and challenges of using CCQs during lessons, and strategies to address those challenges Ultimately, this study seeks a detailed understanding of CCQ implementation within a particular educational context.
Conducting case studies is practical due to the limited number of participants or sites involved, making recruitment and permission acquisition easier (Duff, 2012) While several studies have explored the use of Concept Checking Questions (CCQs), there is a noticeable gap in qualitative research focusing on their application in grammar teaching Therefore, this researcher aims to conduct an in-depth case study to gather valuable insights within a natural learning environment.
Qualitative research is justified for this study because it enables in-depth exploration of teachers’ use of CCQs in the classroom, particularly focusing on the "why" and "how" questions Employing a case study approach further supports this detailed investigation, providing the comprehensive insights needed to understand the underlying reasons and processes involved in CCQ implementation (Rowley, 2002).
This study was conducted as a case study to enhance understanding of how to effectively use concept checking questions (CCQs) in teaching grammar By focusing on meaningful and practical results, the research aims to contribute valuable insights into the application of CCQs in language instruction, supporting educators in improving their teaching strategies.
Context of the study
This study was conducted at a campus in District 6 of a language center in
This study was conducted in Ho Chi Minh City, with strict confidentiality maintained for the research site and participants to ensure ethical compliance The name of the language center remains undisclosed to protect its identity, and all participant names have been replaced with pseudonyms These measures uphold ethical standards while allowing for meaningful analysis of the research findings.
Regarding teaching programs, this language center operates classes of five levels: Beginner, Elementary, Pre-Intermediate, Intermediate and Upper-Intermediate
To immerse students in an English-speaking environment, this language center mandates that teachers use only English during classes, with no use of Vietnamese allowed This policy, clearly outlined in the Teachers’ Handbook, emphasizes the importance of maintaining an English-only setting, with frequent violations potentially resulting in contract termination All classrooms are monitored via cameras, ensuring consistent enforcement of this regulation both inside and outside the classroom, including hallways and other areas The management is committed to creating an immersive English environment, monitored by the Teaching Quality Manager to assess teaching standards and compliance, excluding translation-based understanding checks from evaluations.
This language center prioritizes maintaining high academic quality through ongoing professional development, offering continuous support and training for teachers All new recruits participate in entrance workshops that review effective teaching methodologies and classroom management skills Additionally, teachers receive monthly training workshops to enhance their teaching techniques During induction sessions, participants are also trained in the use of Concept Checking Questions (CCQs), ensuring they are well-equipped with essential classroom assessment tools.
Participants
Prior to this research, the researcher conducted a quantitative study examining the types of questions posed by teachers at three campuses of the language center, including two campuses in District 6 and one in District 11.
In Ho Chi Minh City, a study was published examining how students’ understanding is assessed in language learning, highlighting that CCQs (Concept Checking Questions) are the most preferred method used by participants The research, conducted across three campuses of a language center, revealed that teachers favored CCQs for effectively checking student comprehension (see T P D Nguyen, 2020 for the full report) Building on this prior study, the current research was carried out at one of those campuses, with participants purposefully selected to align with the study's objectives Specifically, teachers who reported having received training on CCQs were invited to participate in the first phase of the study, ensuring insights from those most knowledgeable about the technique.
In the first phase of the study, a preliminary survey was conducted to identify teachers experienced in using CCQs, supported by a qualitative questionnaire aimed at screening participants unfamiliar with CCQs Although all respondents reported some knowledge of CCQs, only 11 claimed to implement them in their practice, and ultimately, seven teachers consented to participate in the main study These teachers represented various proficiency levels, including Upper-Intermediate, Intermediate, Pre-Intermediate, Beginners, and Elementary The researcher intentionally selected five of these teachers based on specific criteria to serve as participants for the subsequent research, ensuring a diverse and relevant sample for accurate analysis.
This case study employed both observation and interviews to gain in-depth insights into participants’ beliefs and practices regarding the use of Concept Checking Questions (CCQs), focusing on quality over quantity by limiting participant numbers to suit the study’s scope According to Stake (2005), “Balance and variety are important; opportunity to learn is of primary importance,” emphasizing the importance of purposeful sampling in qualitative research Creswell (2012) similarly advocates for purposeful sampling in case studies to select participants who can provide meaningful contributions to understanding the phenomenon Additionally, Florkowska’s (2017) research highlights differing opinions on the use of CCQs across various student levels, indicating the complexity and varied perspectives surrounding this teaching strategy.
This study examined the use of concept checking questions (CCQs) among language teachers across various proficiency levels Participants included teachers from Upper-Intermediate, Intermediate, Pre-Intermediate, Elementary, and Beginner levels, selected based on their current classes Findings suggest that opinions differ on whether CCQs are more necessary at Pre-Intermediate or Intermediate levels, highlighting the importance of understanding how CCQ usage varies across different learner proficiencies The research aims to determine potential differences in CCQ application among teachers working with diverse student levels, contributing valuable insights for language teaching methodologies and effective classroom assessment strategies.
In case study research, selecting participants based on specific criteria is crucial, as they form the core of the study (Duff, 2012, p 105) The five participants were carefully chosen because they had been trained in using CCQs to check understanding, demonstrated their use of CCQs in a preliminary survey, agreed to participate in the main study, and taught at one of five different English levels (see Table 3.1).
Table 3.1 Summary of case selection criteria
1 Having known about CCQs as a technique for checking understanding as reported in the preceding study by the researcher
2 Claiming to have been using CCQs as part of their practice in the preliminary survey
3 Agreeing to participate in the main study
4 Teaching at one of the five different levels
The summary of the preceding research and the current study is illustrated in Figure 3.1
Figure 3.1 Summary of the preliminary study and the present study
The information of the five teachers who were recruited in this research is described in Table 3.2
Table 3.2 Summary of the participants’ information
Teacher Years of teaching experience
English level of the observed class
At this research site, both Vietnamese and expat teachers specialize in different parts of teaching various language skills Expat teachers focus on Vocabulary, Speaking, and Reading, while Vietnamese teachers are responsible for Grammar, Listening, and Writing All participant teachers teach grammar in their classes, ensuring a comprehensive language learning experience This division of responsibilities allows for targeted instruction, enhancing students’ overall language proficiency and aligning with best practices in language education.
To sum up, in order to recruit participants for this study, the researcher drew a purposive sample which was most accessible while meeting all selection criteria.
Research instruments
This study aimed to explore teachers’ beliefs and experiences regarding the use of concept-checking questions (CCQs) in grammar instruction It comprised two phases: a preliminary survey and an in-depth main study Data were collected through questionnaires, classroom observations, and interviews to provide comprehensive insights into teachers’ practices and perspectives on implementing CCQs effectively in language teaching.
In the initial stage of this study, a mini-survey was conducted with all 26 Vietnamese teachers at the research site to identify which educators routinely used Concept Checking Questions (CCQs) to assess students' understanding during grammar instruction This preliminary phase aimed to verify the teachers' application of CCQs, ensuring the selection of appropriate participants for the main study.
A questionnaire is a written instrument that presents participants with questions or statements to which they respond by selecting options or providing written answers (J D Brown, 2001) It is a widely used research tool valued for its efficiency in collecting large amounts of data quickly and cost-effectively (Cohen, Manion & Morrison, 2011; Nunan, 2008) Additionally, questionnaires save time, effort, and financial resources by allowing data collection from many participants simultaneously (Dửrnyei, 2003).
This questionnaire is designed primarily as a filter rather than to measure frequencies, means, or other parameters (Cohen et al., 2011) While teachers in the previous study (T P D Nguyen) reported using Concept Checking Questions (CCQs), the tool's main purpose is to identify relevant insights rather than quantify specific usage metrics.
The researcher aimed to verify whether teachers effectively use concept checking questions (CCQs) in practice to recruit suitable participants for the study To achieve this, a set of items was designed to assess respondents' understanding of CCQs and their actual usage, as outlined in Appendix A For example, Question 5 asked teachers to select appropriate questions they might ask to concept check the structure “used to,” with options including both well-constructed and poorly constructed CCQs Participants who selected irrelevant or incorrect questions, such as “Did he use to play football?” that used the target structure inappropriately, or who primarily chose understanding-check questions like “Do you understand?” were filtered out Only teachers demonstrating experience with CCQs and expressing willingness to participate further, by selecting “Yes” on Question 9, were included in the subsequent phases of the study.
The questionnaire comprised nine items, with five open-ended questions designed to elicit detailed responses from participants Specifically, Questions 1 and 2 asked respondents to share their teaching backgrounds, including the number of years they have taught at the research site and the student levels they currently teach most frequently This design aimed to gather comprehensive insights into educators’ experiences and teaching contexts, supporting a deeper understanding of the study’s focus.
The study assessed participants' opinions regarding the significance of CFU in teaching grammar using a 6-point Likert scale ranging from "Not important" to "Don't know," to gauge their perceived importance Additionally, an open-ended question in Question 3 encouraged respondents to elaborate on the reasons behind their ratings, providing deeper insight into their perspectives Questions 4 through 7 further explored various aspects of CFU's role in effective grammar instruction, contributing to a comprehensive understanding of its perceived value in language education.
8 examined their experiences regarding checking understanding in general and using CCQs in particular, filtering out the inappropriate participants; and Question
9, the last question, asked teachers whether they agree to take part in the main study or not (See Appendix A for more detail)
This set of questionnaires was designed and administered in English Since the participants are English teachers, it was expectable that they had no difficulties comprehending the questions themselves
Table 3.3 Distribution of items in the questionnaire
2 General opinions towards the importance of CFU in teaching grammar Q3
Teachers’ experiences regarding checking understanding in general and using CCQs in particular, filtering out the inappropriate participants
4 Asking for participation in the main study Q9
Based on the survey results, the researcher selected suitable participants for the next phase of the study, making this survey an essential filtering tool to identify eligible candidates.
During the main phase of the study, data were collected through observations and interviews to gain comprehensive insights Observations revealed how teachers effectively utilized concept checking questions (CCQs) when teaching grammar, demonstrating their practical application in the classroom Meanwhile, interviews explored teachers' underlying beliefs and pedagogical approaches that influence their instructional practices This combined approach offered a thorough understanding of both the practical implementation and the theoretical foundations of grammar instruction.
This study utilized observations to examine teachers’ practical use of Concept Checking Questions (CCQs) in grammar lessons, providing valuable insights into their actual classroom practices Comparing observational data with interview responses allowed for the identification of potential discrepancies between teachers’ professed beliefs and their real-world teaching behaviors According to Robson (2002), observable actions may differ from self-reported practices, making classroom observation an essential tool for obtaining an accurate understanding of teaching strategies.
Observation is a key research method involving the collection of open-ended, firsthand information by directly observing people and settings at a research site Creswell (2012) highlights that this process allows researchers to gather authentic data through direct engagement Cohen et al (2011) emphasize the unique strength of observation, noting its potential to provide more valid and genuine data by capturing ‘live’ insights from naturally occurring social situations.
This study's observation scheme was divided into two sections: the first gathering general information such as date, time, student number and levels, lesson overview, and targeted structures The second section focused on three key observation domains—setting context, teaching stages, and teachers' CCQs Within the CCQ domain, four subdomains were analyzed: grammar aspects (form, meaning, use), the manner in which CCQs are directed (to the whole class or individuals), students’ responses and reactions to CCQs, and teachers’ follow-up strategies.
The survey scheme under each subdomain is clearly structured into distinct options, allowing observers to easily select the appropriate box For instance, within the third subdomain—students’ responses and reactions—two main scenarios are outlined: positive and negative The positive response option includes three specific choices, providing a comprehensive framework for accurate data collection and analysis.
“correct”, “enthusiastic” and “choral” In the negative side, there are 4 options:
The observation form includes emotional categories such as "incorrect," "reluctant," "bored," and "confused," enabling researchers to efficiently document responses during their observations Additionally, an open option labeled "other" is provided to capture any emotions not listed, along with blank space for detailed notetaking as needed This structured approach facilitates quick note-taking and comprehensive data collection during observational studies For more detailed information, refer to Appendix B.
Table 3.4 Summary of observation scheme
1 General information about the observed class and lesson
- Number and level of students
2.1 Setting context Description of context 2.2 Teaching stages Description of teaching stages 2.3 Teachers’ CCQs
- Sub-domain 1 Aspects of grammar checked: form, meaning, use
- Sub-domain 2 How CCQs are directed: to whole class or to specific students
- Sub-domain 3 Students’ responses and reactions to teacher’s CCQs: positive or negative
- Sub-domain 4 Teachers’ follow-ups
The interview was the second key data collection method used in the study, offering the advantage of exploring subjective phenomena such as teachers’ perceptions and attitudes toward using CCQs in English classrooms (Mackey & Gass, 2016) This method provides valuable insights into teachers’ beliefs and allows researchers to understand the reasons behind their classroom behaviors, complementing observational data Additionally, employing multiple data sources—questionnaires, observations, and interviews—enhances the study’s validity through triangulation, strengthening the overall research findings (Yin, 2009).
Data collection procedure
The researcher obtained permission from the campus manager to conduct the study on-site Data collection was carried out in two phases: an initial preliminary survey followed by the main data collection phase.
During the preliminary survey, the questionnaire was distributed to 26 Vietnamese teachers at the research site, with a brief introduction provided to ensure understanding, confidentiality, and anonymity The researcher offered guidance during administration to facilitate clarity, resulting in all responses being valid Seven participants agreed to proceed to the second phase, and after scheduling observations, five teachers with appropriate class schedules—specifically grammar lessons across five levels—were ultimately recruited for data collection The remaining two teachers were excluded due to incompatible class timings.
The main study employed two primary data collection instruments, including classroom observations conducted from September to November 2020 during grammar lessons Observations involved on-site notes and audio recordings of teachers' lessons with their consent, ensuring comprehensive data capture After each session, audio recordings were transcribed using Adobe Audition CC 2018, focusing on teachers’ use of Concept Checking Questions (CCQs), student responses, and subsequent teacher follow-ups, providing valuable insights for the research.
After conducting observations, the researcher scheduled interviews with teachers, with two conducted in person and three via video call to accommodate their schedules, providing greater flexibility in timing and location Each interview lasted between 40 minutes and an hour, guided by a set of prepared questions to ensure comprehensive responses, with participants given a copy of the questions beforehand to promote comfort The interviews began with brief social interactions to establish trust and create a relaxed environment, during which teachers discussed their experiences and use of CCQs in the classroom All interviews were recorded, transcribed using Adobe Audition CC 2018, and participants were informed in advance about the recording process for analysis purposes.
Table 3.6 The timeline for data collection procedure in the main study
Participant Instrument Code Time of administration
Data analysis scheme
The data analysis process involved reviewing field notes and interview transcripts through multiple readings to understand the overall context Key statements related to the research questions were identified during this review The data was then organized by sorting, coding, and grouping statements into emerging themes These themes were labeled, and their interconnections were described to develop a comprehensive understanding Finally, the researcher created a descriptive summary that addresses the research questions, with data coded and categorized into themes as illustrated in Figure 3.2, ensuring a thorough and systematic analysis aligned with SEO best practices.
Figure 3.2 Thematic network of the study
This study adhered to strict ethical standards by obtaining prior permission from the Training Quality Manager of the campus before accessing the research site and collecting data Participants were selected through criterion sampling and provided informed consent via email, which outlined the study’s purpose, procedures, duration, and data usage Teachers consented to data recording during observations and interviews, ensuring transparency and cooperation To protect participant confidentiality, all names were replaced with numerical identifiers, maintaining privacy throughout the research process.
Summary
This chapter summarizes the research methodology, including the research context, participants, design, instruments, and data collection and analysis procedures It sets the foundation for understanding how the study was conducted The subsequent chapter will present the research findings aligned with the research questions, serving as the basis for key insights and discussions in the study.