INTRODUCTION
Background of the research
In today's globalized world, international internships and practicums have become a significant trend in the education sector, providing essential practical skills that enhance job readiness.
Internships offer students valuable first-hand experience in the working world, allowing them to practice essential skills and improve social relationships According to Calloway & Beckstead (1995, cited in Andrew, Naziha, Quek & Ang, 2013), internships also motivate future learning and enhance social personality Additionally, they provide opportunities to explore job interests and objectives under the guidance of an expert mentor.
Internships provide a valuable opportunity for students to apply and enhance their industry-related knowledge and transferable skills, as outlined by Grinnell College (2014) It is crucial for students to choose an appropriate environment for their practicum, particularly in teaching, where they implement theories and pedagogies learned in their teacher preparation programs (Barton, Hartwig & Cain, 2015) While many students complete their practicums in local schools or agencies, some universities are forging international partnerships to offer students experiences in foreign educational settings This approach not only enriches their knowledge and skills but also increases their employability in the teaching profession Over the past decade, the demand for international exposure has surged, prompting institutions like the University of Foreign Languages, Hue University, to lead the way in providing students with opportunities for international practicum experiences.
Rationale
English is a globally dominant language, essential in fields such as science, aviation, technology, diplomacy, and tourism Proficiency in English significantly enhances job prospects in multinational companies both locally and internationally According to Muhammad (2017), many educational institutions are forming networking agreements and collaborations with foreign counterparts to offer students valuable learning experiences abroad Additionally, English students can gain practical experience through tourism placements in hotels, restaurants, and agencies.
At the University of Foreign Languages, Hue University, third-year students embark on internships in Thailand, presenting a unique international experience with varied expectations among students A 2017 survey by the university's training department indicated differing levels of satisfaction among interns following a one-month practicum However, there is a lack of official studies addressing students' expectations and satisfaction regarding the program This gap in research prompted my focus on the topic: "EFL students’ expectations and satisfaction of international internship: a study at the University of Foreign Languages, Hue University."
Research aims
This research investigates the expectations and satisfaction levels of undergraduate students involved in the International Internship program, while also identifying the key factors that influence the achievement of their expectations.
Research significance
This research will offer valuable insights for teachers, students, and administrators involved in internships Teachers will enhance their mentoring skills to better support interns throughout their practicum experience Prospective interns will benefit from the lessons learned by previous students, facilitating their professional growth during international internships Additionally, administrators will gain awareness of key factors essential for successfully organizing internships.
Research scope
The study focuses on the students’ expectations and satisfaction about the international internship organized by University of Foreign Languages, Hue University.
Research questions
In order to meet the research aims, this study was conducted to find answers to the subsequent questions:
1 What expectations do students have of their international internship?
2 To what extents are their expectations fulfilled?
3 What factors can affect the fulfillment of their expectations?
Structure of the thesis
This thesis includes five chapters as follows:
This chapter provides an overview of the thesis, outlining the research background, the rationale for choosing the topic, and the main objectives It highlights the significance of the study, discusses its limitations, presents the research questions, and details the overall structure of the thesis.
This chapter presents the definition of the terms utilized in the thesis, provides the theoretical background of the previous research for discussing in the subsequent chapters
This chapter emphasizes the rationale behind selecting research design and methodology, detailing the research context, the participants involved in the study, and the tools utilized for data collection and analysis.
This chapter presents and interprets the results gathered from the interviews, aligning them with the research questions Additionally, the findings are discussed in relation to critical issues that emerged from the data analysis.
Chapter five summarizes the keys findings, proposes important implications for teachers, students and administrators, presents some limitations and suggestions for further study.
LITERATURE REVIEW
Definition of international internship
The definition of internship is not universally agreed upon, as it encompasses a variety of pre-work experiences These experiences, often referred to as field work or field experience, are typically gained outside the classroom and may not directly relate to a specific course (Malborough, 1999 cited in Ch’ng, Heng, Hung, Oo, Soh 2011).
In fact, Agheorghiesei and Prodan (2011, cited in Evangelia and Charalampos,
Internships serve as a vital platform for students to learn through real-world experiences by engaging with others for observation, reflection, analysis, and communication (2017) According to Davies (1990) and Terry and Larry (2006), internships represent a form of experiential learning, allowing students to apply their academic knowledge in practical situations, thereby enhancing their ability to integrate thought and action This hands-on experience not only demonstrates students' adaptability of knowledge but also fosters the development of skills and insights that are often unattainable in traditional classroom settings (Alpert, Heaney & Kuhn, 2009; Boger & Lim, 2005; Busby, 2003; Chi & Gursoy, 2009; Clark, 2003; Collins, 2002; Mello, 2006; Van, 2000; Van't Klooster et al., 2008; Walo, 2001) As noted by Yazidu (2016), the significance of internships extends beyond mere academic application.
Practicum provides student teachers with real classroom experience of teaching to acquire embedded philosophical knowledge and pedagogical skills in teaching profession (p.2)
Exploring the concept from another perspective, Lisa, Richard and Noreen
Internships are collaborative arrangements between educational institutions and external organizations, providing students with practical work experience (Lisa, Nochan, and Noreen, 2013) This extended period of practical placement plays a crucial role in enhancing students' potential and overall development (Watson, 1992; Terry & Larry, 2006).
Internships serve as a crucial stepping stone for students to explore potential careers while evaluating their strengths and weaknesses in a professional setting Furthermore, this experience demands essential competencies from students, including flexibility and adaptability.
For student teachers, a teaching practicum serves as a structured pedagogical experience designed to enhance their understanding of program content and academic skills Engaging in a short-term international student teaching internship can provide even greater benefits, significantly enriching their professional development.
The pedagogical experience effectively tackled issues within overseas communities through direct interaction and cross-cultural activities, enhancing individuals' understanding of the course content and their academic performance (Laela, 2017).
Furthermore, Marginson & McBurnie (2004 cited in Spooner et al.,
In an international internship program, students encounter numerous opportunities for cultural, linguistic, academic, geographical, and social enrichment (2009) However, Laela (2017) highlights that these internships often present challenges stemming from unfamiliar environments and cultural differences Students must adapt to new settings and learn the customs of the host country to navigate these challenges effectively Additionally, they may face issues such as health concerns, teaching difficulties, language barriers, and accommodation problems Successfully addressing these obstacles requires both knowledge and practical skills.
This study leverages the insights of Marginson & McBurnie (2004), who highlighted the benefits of international practicums, alongside Laela's (2017) discussion of the obstacles students frequently encounter These elements, focusing on the expectations and satisfaction related to international internships, have significantly informed the researcher's study.
Expectations and Satisfaction
According to Lam & Ching (2007), students typically anticipate that internships will provide hands-on work experience, opportunities to develop personal and professional skills, and the acquisition of professional knowledge.
Students across various specializations have diverse expectations regarding their career paths For example, those majoring in English for Tourism typically intern in hotels, restaurants, or travel agencies, emphasizing their aspirations for growth within the hospitality industry (Berta, 2003 cited in Lam and Ching, 2007) Furthermore, tourism and hospitality students in Hong Kong prioritize their expectations on favorable promotion opportunities and personal development prior to their internships (Chan et al., 2002).
International students are motivated by diverse factors, leading to varying expectations regarding their studies abroad (Wang, 2004) These expectations can be broadly categorized into two types: the pursuit of academic quality and the search for opportunities such as employment, migration, and cultural exposure Researchers have noted that the exploration of these expectations can encompass a wide array of experiences, including cultural adaptation, learning new perspectives, forming friendships, and enhancing cross-cultural competencies (Sherry, Thomas, & Chui, 2009; Andrade, 2006; McClure, 2007).
Internship satisfaction experiences offer numerous benefits, as highlighted by Paulins (2008) Students with fulfilling internships tend to have a more positive perspective on their career search and educational institution (Gupta et al., 2010, cited in Ch’ng et al., 2011) Those who approach internships positively are more effective in applying for relevant job opportunities Evangelia et al (2017) emphasized that internships are crucial for developing essential skills in hospitality, including communication, time management, and self-motivation According to Okay and Sahin (2010, cited in Ch’ng et al., 2011), students experience higher satisfaction when receiving job offers from their internship companies Interns who adapt well and take their programs seriously demonstrate enthusiasm, initiative, and discipline, making them more appealing to employers Nelson (1994) found that students are most satisfied with internships that offer relevant work, autonomy, and timely feedback Conversely, Bao and Fang (2008) reported that students who were dissatisfied with their internships showed low mean scores.
Factors affecting the fulfillment of expectations
Ruslan, Mohamad, and Othman (2017) identified five key factors that contribute to internship satisfaction: competitive salaries for interns, compensation for overtime, reasonable working hours, equitable management treatment, and ongoing training during the internship Additionally, they highlighted five other factors influencing satisfaction, including the duration of the internship, financial compensation, industry supervision, weekly work hours, and the preparedness of interns for their roles.
In the subsequent sections, I will summarize the four main factors discovered in different studies conducted in different contexts of internship, namely, personal, supervisor, professional, and contextual
Wen (2010) identified key personal factors influencing internship success, including academic preparedness, a positive attitude, and self-initiative To enhance internship satisfaction, interns should possess relevant background knowledge and skills for their teaching field, such as interpersonal skills, flexibility, independence, instructional skills, lesson planning, and classroom management for student teachers, while hospitality students should focus on soft skills, management skills, and communication skills Although not directly linked to satisfaction, self-initiative is crucial in mitigating the effects of poorly structured internships Additionally, personal qualities like maturity and responsibility significantly impact interns' performance and overall satisfaction with the program (Ch’ng et al., 2011).
According to Paulins (2008), students tend to feel more satisfied with internships that offer positive experiences and perceived personal benefits When internships align with these personal qualities, they contribute to the students' personal growth, leading to overall satisfactory internship experiences.
Mentors or supervisors’ support is the second important factor The role of mentors was defined as follows:
Mentoring is more than just guiding, supervising and providing verbal feedback to prospective teachers (Ximena & Méndez, 2008 cited in
Rahman and Nurullah (2016) highlight that this factor significantly influences students' needs and expectations Their research indicates that positive feedback serves as a key strength of mentors or supervisors, fostering confidence in interns.
In the result, the researcher confirmed that
Participants expressed significant satisfaction with the quality of feedback from their mentors, noting that their needs, wants, and expectations were largely fulfilled (Rahman and Nurullah, 2016, p 52).
A supervisor can assist trainees remotely, providing support whenever they encounter challenges (Fagan & Wise, 2007) However, Jaszay and Dunk (2003) noted that if mentors or student supervisors lack sufficient experience, it can negatively impact the students' learning and development.
The relationship between mentor teachers and student teachers is crucial, as noted by Allen (2011, cited in Barton, Hartwig & Cain, 2015), who highlighted that mentor teachers' satisfaction with classroom activities and lesson planning assessments prepared by student teachers significantly impacts the internship experience This insight is valuable for understanding the expectations and satisfaction levels of teacher students during their internships.
Mentors and supervising teachers utilize modeling, dialoguing, and gestures to guide trainees in acquiring essential knowledge, skills, and competencies Emotional, professional, and constructive support from mentees is crucial for developing effective teaching habits.
Job characteristics encompass various variables related to an employee's tasks and experiences at work (Ch’ng et al., 2011) Additionally, the general organizational environment significantly influences internship satisfaction, as highlighted by D’Abate et al (2009, cited in Ch’ng et al., 2011) This organizational environment, or work environment, includes factors such as learning opportunities, career development prospects, supervisory support, coworker support, networking opportunities, and overall organizational satisfaction.
Mansour and Achoui (n.d.) emphasized that employee satisfaction is shaped by various professional, situational, and environmental factors Additionally, Hackman and Oldham (1980) highlighted the significance of task characteristics in relation to employee satisfaction, motivation, and performance Essentially, specific job characteristics directly influence job outcomes and overall job satisfaction.
Satisfaction in internships is influenced by factors such as the presence of family and friends, community involvement, and familiarity with the location (Fisher & Shaw, 1994, cited in D’Abate et al., 2009) Research by Lisa et al (2013) highlights that students working with various organizations may find that the location of their internship impacts their overall satisfaction Additionally, the living arrangements of participating students in the host community during their internships create a unique experience, as they do not return home each day and must navigate daily tasks collaboratively This immersive environment enhances social interactions, particularly with individuals from diverse cultures, ultimately improving interpersonal skills and shaping the personalities of interns (Nur, 2016).
International students often face heightened challenges due to their varied life experiences, English proficiency levels, and familiarity with the practicum environment Coming from diverse countries, ethnic backgrounds, and cultures, they represent a unique and multifaceted group (Barton, Hartwig & Cain, 2015).
Previous Studies
This section presents different studies which focus on the same
A study by Ch’ng et al (2012) involving 310 participants aimed to identify factors influencing internship satisfaction among business undergraduates Utilizing quantitative questionnaires, the research identified five key predictors: individual factors, university support, job characteristics, organizational environment, and contextual factors Notably, the findings revealed that the organizational environment had the most significant impact on internship satisfaction.
A study by Evangelia (2017) aimed to identify factors contributing to student satisfaction in working and learning experiences by comparing Greek and International students Utilizing a quantitative approach, data was collected from 172 students through self-administered questionnaires The findings revealed two key influential factors: actual working conditions and the learning experience Additionally, the research highlighted that internships play a crucial role in developing essential skills for a career in hospitality, including communication, time management, and self-motivation.
Rahman and Nurullah (2016) investigated the internship mentorship experiences of Iranian EFL student teachers, emphasizing their needs and expectations concerning feedback and support from school mentors The study revealed that interns highly value feedback that is relevant, supportive, affective, and instills confidence.
In a study conducted by Sein, Chey, and Boon (2012) involving 263 international students enrolled in business programs, researchers employed a quantitative methodology to identify four primary motivations among the students: academic and educational pursuits, career and migration aspirations, pleasure and experiential interests, and work-related goals.
In a study by Nur (2016) involving four pre-service special education teachers, qualitative data from an open-ended questionnaire revealed four key themes: developing teaching skills, enhancing interpersonal skills, fostering awareness of diversity, and promoting independence The findings indicated that the practicum abroad was a positive experience for the participants However, the study did not address the expectations and satisfaction levels of the teacher students, concentrating solely on the aspects contributing to a positive experience.
The studies analyzed provide valuable insights into the key factors influencing intern satisfaction, highlighting their specific expectations and the critical role of mentor feedback However, a significant limitation is the lack of research that simultaneously addresses both interns' expectations and satisfaction, hindering a comprehensive understanding of their relationship Additionally, the studies fail to contextualize the factors affecting satisfaction, making it challenging to assess their emergence and impact This study aims to address these gaps by examining expectations and satisfaction together within specific contexts, emphasizing the importance of contextual features in shaping intern experiences.
Theoretical framework
The theoretical framework will integrate four key factors: personal, supervisors, professional, and social contextual elements, each with their detailed features.
Personal factors influencing internship satisfaction include knowledge background, a positive attitude, and self-skills, with a positive attitude being particularly significant Supervisor factors such as characteristics and feedback also play a crucial role, as these elements positively impact internship satisfaction Additionally, professional factors like skills and experiences are examined for their effect on satisfaction levels Finally, contextual factors, including language barriers, cultural differences, living conditions, and interpersonal relationships, collectively contribute to the overall internship satisfaction.
METHODOLOGY
Research context
The global demand for international networking among universities is increasing, with collaboration becoming a prevalent trend across educational institutions This research prioritizes international teaching practicums, which have been integrated into the curricula of many universities in developed countries (Parr, 2013; Thomas, 2006) Notably, this trend is also emerging in Asian countries (Kabilan, 2013) Recently, Buriam Rajabhat University in Thailand hosted an international teaching practicum for students from the University of Foreign Languages, Hue University, as part of their collaborative efforts This practicum, lasting four weeks, initially involved third-year students from English language teaching programs but has since expanded to include students from other disciplines.
The international internship program for third-year students at the University of Foreign Languages aims to enhance practical skills and experiences, ultimately aiding in job placement This initiative also fosters cultural exchange, strengthening ties between partner universities Each May, students select and register for internships at collaborating Thai universities Prior to their practicum in Thailand, which occurs in early July or August, students participate in a short course focused on diverse cultures and societies.
Research design
Selecting the right research method is crucial for the success of a study This research utilized a qualitative approach to investigate EFL students' expectations and satisfaction with international internships In-depth interviews were conducted to gather detailed narratives of the interns' experiences before, during, and after their internships To ensure the richness of the narrative data, the interviews were conducted in two rounds, allowing the researcher ample time to analyze the information thoroughly The inquiry process was both recursive and reflexive, beginning with the collection of lived narratives and culminating in the creation of research reports.
Participants
Five third-year students from the University of Foreign Languages, who participated in the International Internship program, were selected for the study Among them, three interns specialized in English Language Teaching, while two focused on English Language They engaged in a four-week short-term internship at Buriram Rajabhat University in Thailand, marking their first experience with an overseas program, including an international internship The selection was based on four specific criteria.
The international practicum marks their initial experience abroad, as they have not participated in any other overseas opportunities prior to this internship This ensures that their expectations are genuine and accurately reflect their aspirations.
All participants were required to engage in a comprehensive four-week program This requirement ensures that their expectations, whether met or unmet, are more likely to be thoroughly explored throughout the entire duration.
The participants will have varying levels of language and professional proficiency, ensuring that they employ diverse strategies to navigate language and professional barriers during the practicum.
Fourthly, all of the participants would voluntarily participate in the study These criteria would guarantee that they would provide as much information as they could in the different interviews.
Data collection
The primary method of data collection for this study was in-depth interviews, which are known for yielding rich data As Neunam and Dwyer (2000) noted, face-to-face interviews achieve the highest response rates This technique was selected for two main reasons: it enables researchers to thoroughly explore and understand the unique and subjective expectations and satisfaction of participants, and it allows for double-checking of information, as each participant's responses are specific and not applicable to others.
The interview questions are primarily open-ended to gather diverse information, as participants have varying expectations and levels of satisfaction While there are similarities among these expectations, they also possess distinct nuances that warrant exploration.
Each participant underwent two interviews: the first aimed at gathering their expectations, while the second focused on their satisfaction This dual-interview approach serves two primary purposes: it allows for in-depth discussions that enhance data collection and provides the researcher with ample time to systematically review and document the participants' expectations, ensuring a clear and organized exploration of their experiences.
Data analysis
All interview scripts were transcribed prior to the coding process, ensuring adherence to transcription standards to maintain the authenticity of the original content.
Coding which was conducted after transcription was complete underwent
The data on expectations and satisfaction was meticulously tracked within a four-element framework, encompassing personal, professional, supervisory, and contextual aspects, following a systematic order.
Expectations can be identified through specific markers, such as phrases like "I expected " and "I hope " Additionally, different levels of satisfaction can be detected using a system of markers, with examples including "I am happy to " and "I found very helpful".
The expectations and satisfactions were organized into four distinct elements and sequentially numbered based on their appearance in the interview transcripts For instance, the designation IN01.04 indicates that the expectation was noted in the first interview and ranked fourth within that session.
3.5.2 Determining the Force of Expectations and Satisfaction
The data revealed a disparity between the strength of expectations and satisfaction among participants Some expectations were associated with high hopes, while others were met with lower levels of anticipation, reflecting a similar trend in satisfaction This variance underscores the need for matrices to assess the intensity of both expectations and satisfaction The subsequent sections will detail the methods used to identify and classify the strength of each expectation and satisfaction.
3.5.2.1 Determining the force of expectation
The force of expectation was evaluated based on five criteria, as illustrated in Table 3.1 An expectation categorized as low, medium, or high needed to satisfy at least three out of the five specified criteria.
Firstly, the force was determined according to how strongly a participant self-evaluate his/her expectations according to the four different elements
Secondly, the force could be estimated according to how strongly their concerns or worries about the practicum were expressed
Thirdly, the force could be evaluated according to how explicitly or strongly the fear of facing difficulties or problems that might appear in the practicum
Fourthly, the force could be identified in accordance with how much confidence they showed in their expression of their expectations
Finally, the force could be ranked according how many expectations a participant could have for the practicum
1 Self-evaluation of overall and each category of expectation
Manifestation of least or no concern
3 Expression of fear facing new environment
The researcher evaluated participants' expectations and satisfaction using five criteria derived from interview questions The first criterion assessed participants' self-evaluations of their overall expectations and specific categories The second criterion focused on participants' concerns regarding the practicum, identifying whether they had most, least, or no concerns The third and fourth criteria analyzed participants' expressions of fear or confidence related to the advantages and disadvantages of various factors Finally, the last criterion counted the number of recorded expectations based on phrases like "I hope " and "I expect " The analysis results will be presented subsequently.
C2: “no concern at all” “no worries about practicum”; “no worries about language barriers” “Challenge myself in overcoming language barriers”
C4: “confident in self’s professional abilities”, “communicative skills and management skills will be able to be applied in the practicum effectively”,
05PL exemplifies high expectations, having self-evaluated approximately ninety percent across all categories This data was gathered after the participant responded to interview questions regarding his overall expectations Additionally, he demonstrated a strong confidence in his practicum, indicating no concerns about it.
The individual expressed "no concern at all" regarding the new environment and demonstrated confidence in his professional abilities, particularly in communicative and management skills His lack of fear indicated high expectations for the practicum The researcher noted a total of twenty-eight expressions of expectation, including phrases like "I hope " and "I expect ," confirming his optimistic outlook.
3.5.2.2 Determining the Force of Satisfaction
Satisfaction can be assessed based on five key criteria, as illustrated in Table 3.2 Achieving three out of these five criteria can indicate a positive outcome.
Firstly, the force could be detected according to how strongly they self- appraise their satisfaction
Secondly, the force could be identified on the foundation of the ratio of number of expectations they had, and the number of expectations fulfilled
Thirdly, the force could be identified in accordance with how much confidence they showed in their expression of their satisfaction
Fourthly, the force could also be established on the basis of the number of dissatisfactions experienced by a participant
Finally, the force could be estimated according to how willing a participant were in helping the future trainee teachers in their practicum
1 Self-evaluation of overall and each category of satisfaction
2 Ratio between number of expectation and number of expectations fulfilled
5 Willingness to offer assistance to future trainee teachers
The researcher identified five criteria for satisfaction, focusing on the ratio of expectations to fulfilled expectations to determine participant levels in the third criterion According to the data presented in the table, participant 05PL was classified as having a high level of satisfaction.
“classroom management”(90%), “making lesson plan”(90%),‘mentor’s competence”(95%), ‘English competence”(90%), ‘making lesson plan’(90%), “friendship”(90%)
The first criterion revealed that the participant's self-evaluation of overall satisfaction and each category was ninety or above In the second criterion, a high level of satisfaction was noted, as the number of fulfilled satisfactions significantly exceeded the expectations The third criterion indicated increased confidence across all factors, with a notable ninety percent in professional knowledge, as the participant felt capable of effectively applying what he had learned due to manageable practicum requirements.
The fourth criterion revealed minimal dissatisfaction among participants, while the fifth criterion showed a strong willingness to assist future trainee teachers Overall, participant 05PL was classified as having a high level of satisfaction across the five criteria.
Validity and reliability
The data collection process is divided into three stages to ensure its narrative validity: (1) narrating interns' experiences, (2) constructing interim texts, and (3) writing research texts Initially, the experiences from the international internship were gathered through two rounds of interviews The first round focused on understanding interns' expectations prior to the internship, while the second assessed their satisfaction after completion The interview questions were structured around a four-element framework: personal, supervising/mentoring, professional, and contextual.
Constructing interim texts involves narratively documenting interns' responses to interview questions, enabling researchers to accurately understand and validate the details of their internship experiences while minimizing misunderstandings These interim texts are regularly updated as researchers engage with participants to clarify meanings and ensure accuracy.
Once the interim texts were finalized, the writing of research texts commenced These texts serve as official accounts of the internship experience, accurately reflecting the interns' perspectives and creating an authentic understanding for the researcher Additionally, the research texts are integral to research reports, capturing the essence of the narrated experience as perceived by the interns.
To ensure reliable data analysis regarding expectations and satisfaction, the researcher meticulously applied the criteria outlined in tables 1 and 2 A high awareness and proper application of these criteria are essential for achieving reliable data analysis Furthermore, translating the data from Vietnamese to English was crucial for maintaining clarity and consistency, with a focus on preserving the original meaning rather than adhering strictly to a word-for-word translation.
Summary
This chapter outlines the research design tailored for the specific context, detailing the criteria for selecting study participants and assessing their expectations and satisfaction with internships It describes the study instruments, including in-depth interviews, and the procedures followed during the research Additionally, the chapter emphasizes the measures taken to ensure reliability and validity throughout the research process.
FINDINGS AND DISCUSSION
Overview of the three different patterns of expectations and satisfaction 22 4.2 The detailed description of different patterns of expectations and
This section outlines the findings related to interns' expectations of their practicum and the degree of satisfaction derived from it The analysis is based on two key procedures: the thematic examination of interview transcripts through a four-component framework (personal, professional, supervising, and contextual elements) and the evaluation of expectation fulfillment as illustrated in tables 1 and 2 The results reveal three distinct patterns: high expectations paired with high satisfaction, medium expectations with high satisfaction, and medium expectations with medium satisfaction, each characterized by unique narratives The emphasis on these patterns, rather than merely addressing the research questions, stems from the case study methodology, which highlights the individual personal, professional, and contextual traits of each case Consequently, an overview of the three patterns is provided, followed by an in-depth exploration of various cases within each pattern.
The pattern of high expectations and high satisfaction was exemplified by trainee teacher 01PL, who demonstrated a strong confidence in expressing numerous expectations during interviews This participant showed no concerns or fears about the upcoming practicum, indicating a positive outlook Following the practicum, they reported a high level of satisfaction and an increased confidence in their abilities Additionally, this trainee expressed a strong willingness to support future trainee teachers pursuing international practicums, while also exhibiting minimal dissatisfaction after the experience.
Two participants, trainee teachers 01HN and 03QH, exemplified a pattern of medium expectations and medium satisfaction during their practicum They expressed a moderate level of expectations and confidence, accompanied by concerns and anxieties about the new environment at the beginning of their experience Despite achieving an average number of fulfilled expectations, their overall satisfaction remained at a medium level Following the practicum, they exhibited a fair degree of confidence but also expressed several dissatisfactions stemming from their experiences.
Two participants, trainee 02TN and 04NT, exemplified a pattern of medium expectations coupled with high satisfaction during their practicum Initially, they exhibited moderate confidence in their expectations, accompanied by concerns and fears about the new environment However, upon completing the practicum, they reported a significant number of fulfilled expectations and expressed a strong willingness to assist future participants in international practicums, reflecting their overall high satisfaction and minimal dissatisfactions at the end.
4.2 The detailed description of different patterns of expectations and satisfaction 4.2.1 High expectations and high satisfaction
This section presents the findings of participant 05PL, the sole case exemplifying the pattern of high expectation and high satisfaction The report is structured around four key elements: personal, supervising/mentoring, professional, and contextual It will begin with the personal element, followed by the supervising/mentoring and professional elements, and conclude with the contextual element.
Participant 05PL expressed confidence in applying his professional knowledge and skills during the practicum, particularly in lesson planning, class management, and communicative skills He stated, “communicative skills and management skills will be able to be applied in the practicum effectively” (05PL-IN1.1), emphasizing that these skills would further develop through practical application He highlighted that enhancing personal skills, such as instructional and communicative skills, would significantly benefit his future teaching career When asked about his self-confidence in applying these skills, he rated it at around ninety percent, stating he felt “no worries at all” (05PL-IN1.2).
Participant 05PL emphasized the significance of the supervising teacher's role in guiding student teachers during their practicum, highlighting the importance of the supervisor's type and feedback He expressed a desire for a “friendly, well-qualified mentor” who could establish clear expectations and requirements, believing that such support is crucial for success in the practicum.
A good supervisor plays a crucial role in providing trainee teachers with diverse opportunities to showcase their skills in a supportive environment The trainee expressed a preference for a mentor who is not overly strict and avoids imposing challenging requirements He emphasized the importance of receiving feedback that is quick, brief, and easy to understand, ideally leaning towards positive reinforcement He indicated his commitment to preparing lessons thoroughly, which he believes warrants constructive feedback In instances where he finds feedback unsatisfactory, he is open to discussing his concerns with the supervising teacher, recognizing the value of communication in addressing challenges faced by trainee teachers.
Participant 05PL highlighted three key expectations regarding the professional aspect of teaching: innovative teaching methods, significant enhancement of students' skills, and gaining instructional experience He stressed that a high level of language proficiency is crucial for fostering a creative teaching style, stating, "This good competence would definitely inspire students and then make the lesson deeply dug If not, both the teacher and students would feel very bored" (05PL-IN1.7) While he aimed to keep his lesson plans "simple" (05PL-IN1.8), his primary focus was on skill development rather than just language knowledge, actively supporting students throughout the learning process Additionally, as a trainee teacher, he sought to gain more instructional experience.
Participant 05PL highlighted three key aspects impacting his experience: the language barrier, cultural differences, and living conditions He noted that the language barrier posed a significant challenge to his teaching, stating, “I had to explain everything in English teaching lesson while students’ language competence was not high.” However, with confidence in his language skills and support from his supervisor, he felt less concerned about this issue Regarding cultural differences, he expressed a desire to understand the distinctions between Thai and Vietnamese students to enhance his teaching effectiveness, saying, “I want to know how different Thai students were in terms of their attitude or their need, in order to teach better.” On the topic of living conditions, he emphasized the importance of comfortable accommodation, reliable transportation, and positive relationships with roommates He preferred a “comfortable” and “well-equipped” dormitory, and he hoped for easy commuting options, as navigating transportation could be challenging Ultimately, he valued a friendly relationship with his supervisor and collaborative support from staff.
The participant expressed satisfaction with the integration of professional knowledge and skills during the practicum He successfully applied his learning to the teaching process, meeting his expectations He noted, “I applied well what I had accumulated because the practicum requirements were not too high.”
He found it easy to adapt and noted that he effectively taught his lessons while managing key skills such as lesson planning, class management, and communication.
My students grasped the lesson effectively and showed a keen eagerness to learn Following a successful teaching period, I noticed significant improvements in my instructional skills, including lesson plan design, activity organization, game implementation, test design, and classroom management, all of which will be advantageous for future teaching endeavors.
Participant 05PL expressed complete satisfaction with his supervising teacher, noting that their support exceeded his expectations He described the supervisor as not only "friendly" and "well-qualified" but also "enthusiastic" and "open-minded."
The subject expressed a high level of satisfaction with his supervisor, rating it over ninety-five percent He appreciated the feedback received, describing it as “quickly and effectively” delivered, and noted that it consistently exceeded his expectations.
Influential factors on the fulfillment of expectations
This section explores the influential factors that shape the patterns of expectation and satisfaction among participants These factors play a crucial role in determining the levels of expectations and significantly contribute to maintaining satisfaction They are categorized into primary and secondary groups based on their impact and relevance across different cases The discussion will start with a detailed description of the factors within each pattern and conclude with a general assessment of the common factors shared across various patterns, as well as those that are unique to specific patterns.
4.3.1 Influential Factors in the Pattern of High expectations – High Satisfaction
The findings from participant 01PL, a representative case, identified four key factors: confidence, creativity, extensive experience of supervising teachers, and expectation matches Notably, confidence emerged as the most significant factor contributing to his high satisfaction during the practicum He demonstrated assurance in both his professional knowledge and its practical application Reflecting on his initial experiences in the practicum, he stated, “I felt normal and I was able to apply all kinds of what…”
I had learned.”(01PL.F1) His belief of his communication was increased that,
“As I was able to communicate with my students during my teaching process , my students were eager to learn”.(01PL.F3)
Creativity plays a crucial role in effective teaching, as demonstrated by the innovative use of the Thai language to clarify English vocabulary This approach not only enhanced student comprehension but also garnered praise from his supervising teacher His successful initiative inspired fellow trainees, who adopted this technique in their own classrooms, showcasing its impact on collaborative learning.
The knowledge management of the supervising teacher played a crucial role during the practicum By assigning appropriate tasks and engaging in discussions, the supervising teacher helped trainees develop effective lesson plans One trainee noted, “My supervising teacher assigned the periods of teaching appropriately to practice well.”
The final factor in this case was expectation match The participant anticipated receiving "quick" and "effective" feedback, and he was pleasantly surprised by the abundance of direct and positive responses, which exceeded his expectations.
4.3.2 Influential Factors in the Pattern of Medium Expectation – High Satisfaction
The article identifies three key factors influencing confidence in language proficiency: individual confidence, a supportive supervisor's personality, and alignment of expectations Participant 02TN expressed her confidence in her English skills, stating, “In communication, I was able to understand what everybody said I felt more confident.” In contrast, participant 04NT highlighted her efforts to learn Thai to communicate effectively with non-English speakers, noting, “I was a receptionist at an event of the university,” and emphasized the positive impact of friendly Thai individuals who helped her overcome language barriers.
The positive personality of the mentor played a crucial role in the participants' experience Both participants, 02TN and 04NT, noted their mentor's friendly and enthusiastic demeanor, which greatly enhanced their satisfaction at work They expressed their delight, stating, “after working, she enthusiastically guides my group in the office to visit historic places and introduces us to Thai culture.”
A significant factor contributing to high satisfaction levels was the supervisor's expertise in knowledge management, which encompasses their experience, values, and institutional background This was particularly evident in the case of participant 04NT, who benefited from the supervising teacher's extensive knowledge.
The mentor demonstrated a strong willingness to share her extensive work experience while also completing tasks efficiently According to 04TN, she was described as a well-organized teacher who approached her responsibilities with both speed and attention to detail.
Participants demonstrated high satisfaction despite their expectations not always aligning with reality For instance, participant 04NT noted a discrepancy between her expectations for indirect feedback and the actual feedback received, yet she found value in the experience, stating, “I was not disappointed when my supervising teacher feedbacked as that way” (04NT.F8) Similarly, participant 02TN achieved high grades while aiming to enhance her English proficiency, emphasizing the necessity of communication, saying, “because I thought every day, I have to communicate with everybody while English is the only common language.”
4.3.3 Influential Factors in the Pattern of Medium Expectation– Medium Satisfaction
Two key factors affecting satisfaction during the practicum were low experience and inadequate facilities, with expectation mismatch also playing a role Both Participant 01HN and Participant 03QH noted that their mentor's limited experience significantly contributed to their moderate satisfaction One participant expressed, “My supervising teacher did not provide clear instructions on what I should and should not do in teaching during the practicum, leaving me uncertain about my approach.”
Participants expressed dissatisfaction with their learning experiences, highlighting three main issues Participant 03QH felt that they did not gain much from the teacher's experiences, while both participants noted discomfort due to inadequate dormitory facilities, with participant 01QH mentioning the inconvenience of using public restrooms Additionally, there was a mismatch in feedback expectations; participant 01HN desired both positive and negative feedback but only received positive comments from her supervising teacher, leaving her uncertain about areas for improvement Similarly, participant 03QH was dissatisfied with receiving feedback indirectly via email, which hindered her ability to engage in meaningful discussions with her supervisor.
Discussion
This article focuses on three key emerging issues: the significance of the personal element within the four-element framework, the influence of the supervisor element on participant satisfaction, and the critical nature of practicum workload The subsequent sections will address these topics in the specified order.
The Role of the Personal Element
The study highlighted the crucial role of personal elements in determining participant satisfaction, exemplified by Participant 05PL, whose high expectations and satisfaction stemmed from confidence and creativity This participant displayed remarkable confidence, showing no worries before or during the practicum His initiative to use the Thai language to aid comprehension among Thai students was pivotal in his satisfaction and was later emulated by others, earning praise from his supervisor This positive reinforcement further enhanced his confidence and encouraged him to incorporate more creative teaching techniques These findings align with the research by Muhammad et al (2017), which indicated that stepping out of one's comfort zone during practicum experiences significantly boosts confidence, particularly in teaching.
Participant 04NT experienced a notable increase in confidence during and after the practicum, despite initially lacking self-assurance This growth in confidence, particularly in professional knowledge, skills, and communication, significantly enhanced her overall satisfaction This aligns with findings from Muhammad et al (2017), which highlighted the impact of experiential learning on confidence in English communication Similarly, participant 02TN also reported a substantial boost in confidence post-practicum, resulting in a satisfaction level of 90% Yazidu (2016) further supports this by emphasizing the importance of confidence for fostering a positive sense of self-accomplishment and professional development during practicum experiences Overall, confidence and creativity emerge as key factors that contribute to the satisfaction of trainee teachers.
The Impact of the Supervisor
The second element significantly influenced participants' satisfaction across various patterns, exhibiting both positive and negative effects Positive traits, including friendliness, enthusiasm, flexibility, and open-mindedness, notably enhanced overall satisfaction among participants These characteristics align with the findings of Rahman and Nurullah.
A study by Barton, Hartwig, and Cain (2015) highlighted the importance of effective supervisors as supportive educators and experts They emphasized that a friendly and dialogical rapport between supervisors and interns is crucial for fostering a positive learning environment.
To enhance the learning experience, it is essential to offer opportunities for observing not just the mentor teacher but also various classes Regular, constructive feedback is crucial, along with chances to engage in innovative teaching methods and explore diverse content and pedagogical strategies Additionally, modeling effective teaching practices, including behavior and classroom management techniques, is vital for fostering a productive learning environment.
Negative factors related to supervisors significantly impacted trainee teachers' satisfaction For instance, Participant 01HN expressed dissatisfaction due to her supervisor's vague feedback and perceived lack of expertise, echoing findings by Rahman and Nurullah (2016) regarding the need for comprehensive feedback from mentors Similarly, Hobson et al (2009) noted that unclear supervisory feedback often resulted from inadequate understanding of trainees by supervisors Participant 02TN highlighted her supervisor's limited language proficiency as a source of dissatisfaction, while Participant 03QH criticized her supervisor's approach to supervision These issues align with Hobson et al (2009), which emphasized that variations in mentoring quality hinder supervisors' ability to support interns effectively Additionally, Barton, Hartwig, and Cain (2015) found that ineffective supervisors failed to communicate clearly, resulting in missed opportunities for interns to improve through timely and constructive feedback.
In short, although this element played no decisive role, it contributed to the increase or decrease of the participants’ satisfaction
The findings from three different participants revealed that this particular element, while present in the professional context, did not significantly influence their overall satisfaction levels However, its impact on satisfaction could vary when considered in conjunction with other factors.
Participants expressed concerns about the limited teaching hours affecting their professional growth Participant 05PL noted insufficient teaching experience, while Participant 01HN echoed this sentiment regarding valuable instructional experiences Additionally, Participant 03QH highlighted that the one-month practicum was too brief for skill development Participant 04NT mentioned fluctuating workloads that hindered the establishment of stable working habits These findings align with Yazidu's (2016) study.
The conflicts largely stemmed from the limited duration of student teachers' practicum in placement schools, which restricted their ability to familiarize themselves with student behaviors.
It was evident that the majority of the participant realized that the length of time played an important role in their professional development
Summary
This chapter analyzes the results from interviews with third-year EFL students at the University of Foreign Languages, Hue University, focusing on two key areas: the interns' expectations of the practicum and the degree to which these expectations were fulfilled, assessed through a framework of personal, professional, supervising, and contextual elements The findings reveal three distinct patterns of expectation fulfillment: high expectations with high satisfaction, medium expectations with high satisfaction, and medium expectations with medium satisfaction Additionally, the chapter discusses influential factors affecting the fulfillment of expectations, emphasizing the significance of personal elements, the impact of supervisory roles, and the importance of practicum workload.
