BACKGROUND TO THE STUDY
THE CURRENT SITUATION OF LSS ENGLISH LANGUAGE TEACHING IN BINH THANH DISTRICT
The new English curriculum at Lower Secondary level is developed on the following four specific objectives:
- Getting fundamental, minimal, relatively systematic, and understanding of up-to-date English of the respective age groups
- Obtaining basic listening, speaking, reading, writing skills as a simple communicative tool
- Obtaining general knowledge of English-speaking countries’ cultures
The Middle School English Curriculum aims to enhance students' language skills and foster creative thinking, enabling them to use their mother tongue more effectively and develop comprehensive language proficiency By focusing on both linguistic competence and cognitive development, the program helps students communicate confidently and creatively in English, preparing them for future academic and social success.
After finishing the LSS English curriculum students have to meet the following basic demands:
• Listening: comprehension of English used in the classroom and English on themes / topics learnt
-Being capable to communicate in English in and beyond the classroom -Being capable to express communicative simple ideas relating to themes / topics and language contents learnt
- Comprehension of the main content of short and simple texts (150 words) about themes learnt
- Comprehension of informative contents based on language materials learnt with the use of dictionary and inference
- Guided writing of narrative paragraphs or practices on personal or classroom activities within the scope of language materials and themes from the curriculum
- Writing for personal and simple needs of communication
Six basic themes developed for the whole LSS English curriculum (from grade 6 to grade 9) include personal information, education, community, health, recreation, the world around us
Phonetics, vocabulary, and grammar should be based on the above themes, and limited to students’ learning capacity, age and the amount of 1300 to 1500 words
1.1.3 Course books and time allocation
The course books (Tieáng Anh 6, 7, 8, 9) are strategically designed around six main themes: Personal Information, Education, Community, Health, Recreation, and The World Around Us These themes are divided into 16 topics, each corresponding to a specific unit, providing a comprehensive and organized curriculum for each grade This structure ensures that students develop a well-rounded understanding of key areas in English language learning, promoting engagement and effective mastery of the subject matter.
The curriculum is organized into six main themes, divided into ten topics that correspond to ten units (see Appendix 6, Table 6.1) The emphasis on each theme varies across units, with each unit typically lasting 5-6 instructional periods Tieáng Anh 8 and 9 are designed for Stage II of the LSS English curriculum, focusing on in-depth skill development and a more systematic approach to teaching grammar.
The new LSS English curriculum features a different structure compared to the old course books While traditional textbooks included a consolidation unit after every four units, the modern editions incorporate a “language focus” section at the end of each individual unit This change enhances focused language practice and continuity in learning.
1.1.4 English Language Teaching staff and students
BT District, ranked 10 in education out of 24 urban and suburban th districts, has 15 LSS schools including 12 public and 3 semi-public with a total of
The study surveyed 96 regular EFL teachers with diverse teaching experiences Most teachers obtained their initial qualification from Teachers’ Training College before upgrading their degrees through in-service training at the University of Pedagogy in line with government policies The remaining teachers graduated directly from the University of Pedagogy Teaching experience among participants ranged from 3 to 36 years, with ten teachers having 31-36 years, thirty with 21-30 years, seventeen with 16-20 years, twenty-nine with 9-15 years, and ten with 3-7 years of experience.
In the 2002-2003 school year, sixth-grade students at LSSs in BT and other districts were introduced to active teaching and learning for the first time across all subjects, marking a shift from predominantly frontal teaching methods This transition has influenced their learning at the lower secondary level, with fair and good students adapting more easily to active learning compared to average or below-average students However, LSS students generally lack a proper language-learning environment, as English is taught by non-native speakers in a Vietnamese-speaking context, and there are limited opportunities outside the classroom to practice English.
1.1.5 The use of Communicative Language Teaching
The new textbooks for Tieáng Anh 6, 7, and 8 are designed on a communicative basis, emphasizing the importance of a suitable teaching methodology, primarily Communicative Language Teaching (CLT) This approach aims to stimulate students' learning motivation, attract their interest, and promote active participation, independence, and creativity EFL teachers adopting CLT emphasize learning by doing, encouraging students to practice language skills in real-life contexts Overall, the teaching practice centers on engaging students actively and fostering their communicative competence.
Creating a comfortable learning environment and stimulating students’ interest are essential for a successful lesson start Teachers achieve this by asking engaging questions about the new topic using visual aids, probing students’ existing knowledge, or utilizing pictures and real objects to capture their attention and set a positive tone for the lesson.
Effective language teaching requires a fundamental shift in teachers' understanding of new language content, viewing it as a tool for communication and information exchange Additionally, it involves adopting innovative teaching methods that introduce materials in context and integrate the four language skills, encouraging maximum student participation Utilizing appropriate teaching materials and aids during these stages enhances teaching effectiveness and promotes active learning However, the limited use of audiovisual tools, especially PowerPoint presentations, hampers the potential for more engaging and productive language instruction.
Effective class activities are designed to actively engage students in achieving communicative goals, incorporating tasks such as class work, individual tasks, and pair or group work EFL teachers prefer pair and group activities to maximize opportunities for practicing language skills, especially in classes rated fair or good However, implementing these activities successfully can be challenging due to constraints like limited class time, large class size, and low student participation levels Limited class time restricts students’ practice opportunities, while large classes hinder teachers' ability to give personalized attention to each group In average or below-average classes, teachers often face increased workloads, working as hard as or harder than their students to ensure effective learning.
EFL teachers now integrate innovative teaching methods with modern testing and evaluation approaches to enhance student learning They often select standardized tests from various exercise books available on the market, a practice supported by the Supervisor in Charge of English Additionally, many teachers create their own assessments, drawing inspiration from the formats provided in existing exercise books or from test formats designed by the Department of Education and Training.
ENGLISH LANGUAGE TEACHERS’ WORKING CONDITIONS IN BINH THANH DISTRICT
Section 1.1 has provided the current situation of LSS English language teaching in Binh Thanh District This section will present EFL teachers’ working conditions with the following subsections: (1) school facilities and teaching aids,
(2) opportunities for professional development, (3) work pressure, and (4) administrative incentives
1.2.1 School facilities and teaching aids
In Binh Thanh District, HCM City, most schools feature traditional classrooms with rows of tables and benches facing the teacher, limiting opportunities for group work Currently, the district has only three projectors and three multimedia rooms available in top-tier schools to support new teaching technologies These limitations highlight the need for modernization to enhance interactive learning environments.
Effective teaching of new course books, which rely heavily on visual and listening activities, depends on the availability of diverse audio-visual aids, making their use essential for active learning Most schools are equipped with laminated pictures, cassette tapes, and cassette players to support daily instruction, while teachers also utilize additional tools like felt boards, handouts, and handmade visuals for demonstrations However, there is a significant lack of modern teaching resources such as projectors, OHPs, CD players, methodology books, and comprehensive dictionaries, leading teachers to create their own aids Many teachers own English CDs but use them only at home due to limited access to CD players at school Moreover, the adoption of PowerPoint is limited because it requires extra time, effort, and technological skills that many teachers lack, highlighting challenges in integrating advanced digital tools into daily classrooms.
If they have to use it, they can ask for help from colleagues or family, for their schools do not have computer-trained staff to support them
Since 2002, professional development opportunities for teachers have included summer short-term training courses focused on new teaching methodologies, with the first course introducing Communicative Language Teaching These intensive training sessions typically last three to four days and aim to enhance teaching skills with the latest pedagogical approaches Additionally, ongoing professional activities such as meetings, peer observations, and colleagues’ sharing sessions have played a vital role in fostering continuous professional growth among educators.
The 4-year language teaching courses primarily focused on the content of new textbooks, teaching steps, and skills development, with little emphasis on educational theory or methodological innovation, leaving teacher-trainees to self-manage their classroom practices These courses lacked practical components, such as peer or instructor feedback, and did not facilitate reflection or pedagogical discussion, resulting in a predominantly theoretical approach Professional meetings were frequent but largely formal and unproductive, often centered on administrative tasks rather than pedagogical improvement Classroom observations were conducted without constructive feedback, diminishing their effectiveness as professional development tools While teachers actively exchange ideas and teaching strategies informally within the district, opportunities for cross-district collaborations, sharing experiences with native-English speakers, or attending seminars and workshops are absent, limiting broader professional growth.
Many people perceive teachers’ work as merely preparing lesson plans, delivering lectures, and grading tests, seemingly effortless; however, EFL teachers face intense pressure stemming from both their actual workload and the pursuit of unrealistic achievement goals In addition to teaching, they are burdened with numerous meetings—about 35 annually—often without substantive discussions—and spend considerable time observing colleagues’ classes, including both English and non-English lessons Teachers also handle a variety of administrative responsibilities, such as maintaining ten different types of school records, including grades, reports, and lesson plans Furthermore, they are involved in extracurricular activities, competitions, and events like teaching contests, musical performances, and cooking or flower arrangement contests Coupled with school directives and the demands of serving as a form teacher, these responsibilities can become overwhelming, leaving teachers exhausted and with little energy remaining to focus on their core pedagogical duties.
Regular inspections of teaching and learning are conducted by school principals and District Department officials to ensure active teaching methods are implemented effectively Educators participating in teaching contests generally receive support for resources like teaching equipment, though daily teaching conditions often face limitations due to minimal investment in teaching aids Schools are provided with basic materials such as textbooks, teacher guides, visual aids, and audio equipment at the start of each year, with expectations for successful pedagogical innovation Schools equipped with electronic tools, like PowerPoint, tend to assume teachers will adapt seamlessly, as the education system predominantly operates in a one-way communication manner, emphasizing the implementation of directives rather than collaborative discussion Teachers are consistently encouraged to participate in professional meetings and are also advised to pursue self-study for continuous professional development under the guidance of the Supervisor in Charge of English, who is well-informed about the current ELT landscape in BT District.
SUMMARY
This chapter provides an overview of the current state of LSS English language teaching in BT District and examines the working conditions of EFL teachers This foundational information will be further analyzed and utilized in Chapters 3 and 4 of the study to explore related themes and implications.
Chapter 1 introduces the background of the study, providing context for the research focus The literature review is organized into two key sections: an overview of active teaching methods and an examination of factors influencing the success or failure of Communicative Language Teaching (CLT) This structure highlights the importance of active pedagogical strategies and critical success factors in effective language instruction.
2.1 AN OVERVIEW OF ACTIVE TEACHING THEORY
Active teaching is defined as an engaging instructional approach that encourages student participation and interaction It is essential for fostering deeper learning, improved language acquisition, and learner autonomy Despite its benefits, obstacles such as large class sizes, limited resources, and traditional teaching habits can hinder its implementation Comparing active teaching of English with Communicative Language Teaching (CLT) reveals that both methodologies share the same fundamental philosophy of promoting communicative competence through learner-centered activities.
In traditional education, students often learn passively by listening to lectures and memorizing information, which positions them as passive receivers of knowledge However, active teaching methods transform this dynamic by engaging students directly in the learning process, fostering active participation rather than passive absorption According to Bonwell and Eison (1991), active teaching involves strategies that promote active learning, encouraging students to become actively involved in their education This shift towards active learning enhances student engagement, improves understanding, and promotes better learning outcomes.
“doing things and thinking about what they are doing”
2.1.2 Why is active teaching important?
Bonwell and Eison (1991) have indicated that applying active teaching in the classroom is essential for three reasons:
• Learners are much more interested in active learning than in traditional lectures
Active learning strategies are as effective as lectures in helping students master content; however, they surpass traditional lectures in enhancing students' critical thinking and writing skills, making them a superior approach for comprehensive skill development.
• A great number of individuals have learning styles best served by pedagogical techniques other than lecturing
Active learning has a powerful impact on students' academic success, underscoring the importance for teachers to familiarize themselves with effective strategies that promote active engagement Despite its benefits, numerous barriers can hinder the implementation of active learning techniques in the classroom, which must be addressed to maximize student outcomes.
Bonwell and Eison (1991) pointed out three kinds of barriers to employing active teaching: common barriers, specific barriers, and the single greatest barrier of all
Common barriers to change in academia include the strong influence of educational traditions, faculty self-perceptions, and their self-defined roles Additionally, discomfort and anxiety associated with change hinder progress, while limited incentives for faculty to adopt new practices further impede transformation These factors collectively challenge efforts to implement meaningful innovation within educational institutions.
• Specific barriers include limited class time, a possible increase in preparation time, the potential difficulty of using active learning in large classes, lack of needed materials, equipment, or resources
• The single greatest barrier of all is the following risks:
− Students will not be stimulated sufficiently to engage in higher-order thinking tasks, or learn sufficient content
− Teachers will lack control, the necessary skills, or be criticized for teaching in unorthodox ways
The above are definitions as well as importance of and obstacles to active teaching in general The next section provides with a proper definition of active teaching of English
2.1.4 Active teaching of English and Communicative Language Teaching
Since the 1980’s Communicative Language Teaching (CLT) has become a popular teaching approach not only in many countries but also in Vietnam CLT is
“an APPROACH to foreign or second language teaching which emphasizes that the goal of language learning is COMMUNICATIVE COMPETENCE”
Richards, Platt, and Weber (1985) emphasize that communicative competence should be the primary goal of language teaching Their approach advocates for developing teaching procedures that recognize the interdependence of language and communication, focusing on the four essential language skills Since 2002, with the introduction of new course books such as Tieáng Anh levels 6 through 9, EFL teachers are increasingly encouraged to adopt active teaching methods that promote interactive and communicative learning environments.
Phương pháp dạy học tích cực là cách dạy hướng tới việc học tập chủ động, chống lại việc học tập thụ động
Active method is educational strategies implemented to promote active learning, bringing students out of the passive role
(Định hướng đổi mới phương pháp dạy học ởÛ trường THCS-Bộ GD&ẹT - English translation mine)
In compliance with this policy, EFL teachers try to find better ways of engaging students in the learning process, moving past passive learning to active learning
When comparing active teaching - also called active teaching and learning - with CLT, it is possible to perceive that they are of the same philosophy, basing on the following:
Active teaching emphasizes "learning from doing, performing, and taking action," encouraging learners to actively engage with the language through practical use In Communicative Language Teaching (CLT), students are involved in using the language they are learning and acquiring skills through experiential practice, enhancing language proficiency effectively (Bonwell & Eison, 1991; Nunan, 1999) This approach promotes learning by doing, ensuring learners develop real-world communication abilities.
Active teaching strategies focus on maximizing interaction opportunities to enhance language learning Communicative Language Teaching (CLT) emphasizes developing communication skills through interactive activities in the target language This approach fosters improved fluency and real-world language use (Robson, 2004; Stanford’s Center for Teaching and Learning, 1999; Nunan, 1991; Larsen-Freeman, 1999).
Active teaching shifts the educator’s role to that of a guide, creating a learning environment that fosters increased student involvement and responsibility in the learning process In communicative language teaching (CLT), teachers serve as facilitators, counselors, and monitors, supporting students in ways that motivate them to actively engage with the language This approach emphasizes learner-centered strategies to enhance language acquisition and student motivation (Robson, 2004; Seeler, Turnwald, and Bull, 1994; Richards and Rodgers, 1991; Brown, 2001; Breen and Candlin, 1980, as cited in Nunan, 1992; Long and Richards, 1987).
Active teaching promotes student engagement by encouraging learners to take an active role in their own learning process In CLT, students primarily participate in speaking activities, making them responsible managers of their learning journey This approach helps students develop a stronger sense of responsibility and autonomy, fostering more effective language acquisition (Robson, 2004; Bonwell & Eison, 1991; Nunan, 1991; Brown, 2001; Rudder, 1999).
Active teaching methods, such as Communicative Language Teaching (CLT), emphasize the importance of students leveraging their prior experiences and knowledge during the learning process In CLT, students' personal experiences are regarded as vital contributions that enhance classroom learning, fostering a more engaging and effective language acquisition experience (Robson, 2004; Baker and Westrup, 2000: 5).
Active teaching emphasizes collaborative activities that enable students to learn from and support each other Communicative Language Teaching (CLT) encourages student interaction through pair and group work as well as in writing exercises, fostering meaningful communication and language development (Fink, 1999; Robson, 2004; Richards and Rodgers, 1991; Nunan, 1999; Baker and Westrup, 2000; Lee and Vanpatten, 1995).
Active teaching emphasizes students applying their learning to real-life situations, enhancing practical language skills Communicative Language Teaching (CLT) focuses on teaching students how to respond effectively in real-world contexts, aiming to connect classroom language instruction with authentic language use outside the classroom This approach encourages language activation in real-life scenarios, fostering more meaningful and functional language acquisition (Fink, 1999; Nunan, 1991; Chickering and Gamson, 1987).
− In active teaching, the level of students’ participation is high, in CLT they contribute as much as they gain (Fink, 1999; Breen and Candlin, 1980 as cited in Richards and Rodgers, 1991: 77)
− Both active teaching and CLT develop communicative skills in students (Robson, 2004; Nunan, 1996: 78)
− In active teaching as well as CLT, teachers actively cooperate in providing a varied program of instruction, and students develop skills in self-assessment and self-evaluation (Vu, 2004; Nunan, 1999)
SUMMARY
Chapter 2 offers an overview of active teaching and learning theories while highlighting key factors that influence the effective implementation of Communicative Language Teaching (CLT) It emphasizes that learner responsibility and autonomy are crucial for successful language acquisition, supported by appropriate practice conditions for second language learning The chapter also discusses the importance of teaching ability, the role of management in facilitating CLT, and the impact of material factors on teaching outcomes Identifying these facilitators and barriers helps educators enhance CLT effectiveness and improve learner engagement.
METHODOLOGY
RESEARCH QUESTIONS
This study aimed at defining what obstacles English teachers may encounter at lower secondary schools (LSSs) in BT District
1 What obstacles to the adoption of active teaching do LSS English Language teachers confront?
2 How can these obstacles be overcome?
RESEARCH DESIGN
To get the information about the areas mentioned above, a survey design using a questionnaire, and interviews were carried out
The questionnaire was a crucial data collection tool, as highlighted by Brown (1997), because surveys effectively address research questions related to individuals’ characteristics, views, attitudes, and opinions It was chosen for its efficiency in managing a large sample size of 53 participants The questionnaire served three key purposes: collecting background information such as name, school, age, gender, marital status, professional seniority, and qualifications; gathering data on school working conditions and teachers’ abilities to identify obstacles to Communicative Language Teaching (CLT); and identifying potential solutions to overcome these obstacles.
Second, the use of interviews needs explaining According to Kumar
In 1996, interviewing was recognized as a common and effective method of data collection, with types classified as unstructured and structured based on their flexibility This study primarily utilized unstructured interviews due to their flexibility, which allows for the collection of rich, detailed information The key purposes of these interviews included developing an appropriate questionnaire in areas with limited prior knowledge, validating respondents’ answers, and gaining a deep understanding of interviewees’ perceptions and attitudes Ultimately, unstructured interviews enabled the researcher to gather comprehensive and insightful data on the investigated issue.
This section describing the design of the study includes three parts: (1) the subjects, (2) the instruments and (3) the data collection procedures
The subjects participating in the survey comprised 53 English teachers in BT District (the total number of them in the area was 96) They come from 7 Public and 3 Semi-Public LSSs
Four education administrators, including the Deputy Head and Supervisor in Charge of English at the Bình Thạnh District Department of Education and Training, along with the Principal of Cuứ Chớnh Lan Semi-Public LSS and the Chief of the Audio-visual Office 1 at the Textbook and Teaching Aid Company, were selected for interviews Additionally, a TESOL-certified educator from HCM City Teachers’ Training College, four English teachers working outside Bình Thạnh District, and 17 out of the 53 targeted teachers participated in the study Among these 17 teachers, there is one teacher-monitor, two heads of school English departments, highlighting the diverse professional roles involved in the research.
1 Office belonging to the Textbook and Teaching Aid Company which is in charge of producing teaching aids (cassette tapes, pictures…) for primary and secondary levels
An in-service English teacher from Bình Thạnh District was selected by the District Department of Education and Training Supervisor to assist with class observations and related activities, recognizing their strong professional proficiency.
The majority of teachers, specifically 45 out of 53 (84.9%), have informal tertiary training in English language teaching, primarily obtained through formal training in French or Russian language instruction Their workplace details are outlined in Tables 6.3 and 6.4 (Appendix 6) Additionally, a summary of the sample’s demographic and professional characteristics—including school, age, gender, marital status, professional seniority, and qualifications—is provided in Table 3.1.
Table 3.1: Summary of survey’s sample characteristics
Gender female: 39 (73.6%) min 1 (under 25) max 5 (over 45)
Age mode 4 (36 to 45) mean 3.85 single 16 (30.2%)
Marital status married 37 (69.8%) min 1 (under 5 years) max 5 (over 20 years)
Professional seniority mode 5 mean 3.5 min 1 (College Graduate) Qualification max 2 (University Graduate) mode 2
Data were collected by means of (1) questionnaires and (2) interviews
This study utilized a questionnaire adapted from Dr Vu Thi Phuong Anh's research on "Solutions to Upgrading Angiang Province Secondary School Teachers’ Quality," developed by the Institute of Educational Research at HCM City University of Pedagogy The questionnaire was carefully selected to ensure it effectively assessed teacher quality and provided valuable insights for educational improvement in the region.
The survey was designed to collect data on teachers' working conditions, their self-assessment of professional abilities, and strategies for promoting active teaching The questionnaire was written in Vietnamese to ensure accessibility for the general readership Additionally, Appendices 1 and 2 include bilingual versions in both Vietnamese and English to accommodate a wider audience and facilitate understanding.
The questionnaire consisted of 14 questions divided into four sections, with Part I collecting demographic details such as name, school, age, gender, marital status, professional experience, and qualifications (questions 1-7) Part II gathered information on school working conditions through five questions (questions 8-12), including a question on causes of job dissatisfaction Unlike the original, the revised version does not require respondents to rank the causes by importance, focusing instead on identifying all relevant factors Additionally, three subquestions from the original (12.3, 12.8, 12.9) were omitted due to limited relevance, while subquestion 12.10 was modified to "No encouraging policy in favour of active teaching" for increased clarity and applicability.
Part III includes 8 subquestions (13.1-13.8) that assess subjects' perceptions of their teaching ability, with previous questions about quality (13.7, 13.9, 13.10) being omitted Additionally, subquestion 13.11 was rephrased as “General remark: having good teaching ability” to focus on teachers’ competence These modifications were made to shift the study’s focus from evaluating teaching quality to assessing teachers' overall competence and effectiveness.
Part IV, comprising 11 subquestions (14.1-14.11), collected teachers’ opinions about how to promote active teaching, was kept the same as the one in the original
In pilot interviews exploring active teaching, the question “What are the difficulties with active teaching?” was used to address the limited existing knowledge in this area Additionally, teachers were asked, “What is your conception of active teaching?” to gather their personal perspectives.
As for interviews with education administrators, the framework is as follows:
The Deputy-Head of the Bình Thạnh District Department of Education and Training, along with the Principal of Cuứ Chớnh Lan Semi-Public Lower Secondary School, discussed the challenges teachers face with CLT (Communicative Language Teaching) Their insights provide valuable understanding of the difficulties encountered in implementing CLT, highlighting the real-world situations teachers encounter in their classrooms This information helps researchers gain a comprehensive overview of the current teaching environment and the obstacles teachers must overcome to effectively apply CLT methodologies.
The Supervisor in Charge of English at the Bình Thạnh District Department of Education and Training discussed four recent summer short-term training courses focused on new teaching methodologies, aiming to assess their effectiveness in meeting teachers’ needs for adopting Communicative Language Teaching (CLT) The interviews also examined teachers’ command of language and teaching skills, their use of CLT, and their application of new technology and equipment in teaching Additionally, the discussions highlighted teachers’ abilities to develop tests and assessments, as well as their capacity to update professional knowledge, all aimed at evaluating and enhancing teachers’ overall proficiency and teaching effectiveness.
Based on interviews with 17 teachers, it was identified that the use of teaching aids remains a significant challenge in the educational process To address this issue, further exploration was conducted through discussions with the Chief of the Audio-Visual Office at the Textbook and Teaching Aid Company The interviews focused on teachers' experiences, usage patterns, and opinions regarding teaching aids, highlighting the need for improved resources and support to enhance teaching effectiveness.
The interview framework for teachers was structured around Part II of the questionnaire, which focuses on general information about school working conditions This approach was used to effectively assess teachers' views, attitudes, and opinions The specific questions related to these topics are detailed in Appendix 4B.
− Opportunities for professional development (question 7)
− Too much time spent on doing useless things (question 9)
Table 3.2 below summarizes subjects and instruments used in the study:
-Personal information -Working conditions -Self-evaluation of teaching
Pilot With education administrators With teachers
-Difficulties with -8 teachers active teaching -A TESOL holder -Conception of active teaching
The Supervisor in Charge of English -Difficulties with active teaching -The Deputy- Head -Difficulties with active
The chief of Audio- visual Office
Table 3.2: Summary of subjects and instruments
Note: Only 8 teachers (4 BT District teachers & 4 coming from other areas) in pilot interviews were asked about conception of active teaching
The study was conducted over a 10-month period, from January to November 2005, in Bình Thạnh District, Ho Chi Minh City
The data collection process began with pilot interviews to test and refine the research tools This was followed by administering questionnaires to gather quantitative data Finally, in-depth interviews were conducted with the Principal of Cuứ Chớnh Lan Semi-Public Lower Secondary School to gain comprehensive insights.