INTRODUCTION
Rationale of the study
In Vietnam, English has emerged as a crucial Lingua Franca in the global market, permeating various sectors including business, education, diplomacy, and transportation As modern society continues to evolve, the significance of English cannot be overlooked by anyone seeking to leverage its benefits.
Recognizing the importance of English as the global language for the Asian Economic Community, the Vietnamese Ministry of Education and Training has made English a mandatory subject in the new general curriculum for both lower and upper secondary education.
Effective communication relies on four essential language skills: listening, speaking, reading, and writing, with speaking being the most critical for learners It enables individuals to express their opinions, intentions, and viewpoints, facilitating goal-oriented interactions This skill is vital for successful communication, especially for those using a foreign language, as EFL learners often need to engage with international partners or converse with people from different countries.
At the university level in Vietnam, English is a mandatory subject, with students required to meet specific proficiency standards set by their institutions (V V Hoang, 2010) At Hue University of Foreign Languages (HUFL), English-major students must achieve a C1 level according to the Common European Framework of References for Languages (CEFR) to graduate, presenting significant challenges for both students and teachers Many students, including those transitioning from high school, struggle with speaking skills due to a previous emphasis on grammar over practical communication Additionally, large class sizes, often exceeding forty students, limit opportunities for individual speaking practice, leading to increased anxiety and reluctance to participate Furthermore, the teaching methods for speaking at the university level may differ from what students are accustomed to, highlighting the critical need for effective instructional strategies.
Wicaksono (2016) highlights that teachers often overlook whether their classroom communication effectively encourages student participation in speaking activities The teaching of English speaking skills frequently falls short of expectations, necessitating that educators employ diverse strategies to foster student engagement To enhance participation, language teachers should incorporate natural strategies such as role plays, group work, and projects, as suggested by Koran (2015) The primary responsibility of a speaking teacher is to design engaging activities and create opportunities for students to practice English Additionally, teachers must adopt various roles during speaking sessions, requiring them to be knowledgeable and adaptable to maintain an active and organized classroom environment.
The role of the teacher is crucial in shaping the classroom environment, evolving from mere instruction to fostering student confidence and encouraging quality output This shift highlights the increasing demand for teachers to understand and effectively execute various roles throughout different stages of the class According to Farrell (2018), there can be a discrepancy between what teachers believe they do and their actual classroom practices By exploring these perceptions, teachers can enhance their awareness of their performance and its impact on students.
This study focuses on the roles of teachers in speaking classes within the English department at the University of Foreign Languages, Hue University, exploring teachers' perceptions, practices, and students' expectations Identifying and enhancing these roles is crucial for effective English teaching The research aims to determine which roles are predominantly performed by university teachers, which are neglected, and whether any new roles are suggested Additionally, it seeks to assess the alignment between teachers' perceptions and their actual classroom practices As an aspiring English teacher, I hope this research will deepen my understanding of experienced teachers' beliefs and practices, as well as students' perspectives on teacher roles in speaking classes.
Aims of the study
This study explores teachers' perceptions and practices regarding their roles in speaking classes at the English department of HUFL Additionally, it aims to uncover students' expectations of these teacher roles in the speaking classroom.
This study aims to answer the following questions:
1) What are teachers’ perceptions of teacher roles in an EFL speaking class?
2) How do teachers implement the roles?
3) What are students’ expectations about teacher roles in an EFL speaking class?
Scope of the study
This study focuses on the Department of English at Hue University of Foreign Languages (HUFL), specifically examining the speaking skill, which is a mandatory component of the undergraduate English as a Foreign Language (EFL) curriculum for first-year, second-year, and first-semester third-year students.
Significance of the study
Theoretically, the study was conducted with the hope that it would contribute to the theories related to teacher roles in a speaking class at university level
This article aims to enhance teachers' understanding of their essential roles in speaking classes Beyond traditional pedagogical responsibilities, educators should recognize the significance of their influence on human interaction and the overall classroom atmosphere.
Structure of the study
This study comprises five chapters:
Chapter I – Introduction – has provided some background that leads to the research The aim, scope, and significance of the study are also included in this chapter
Chapter II – Literature Review – will present the theoretical background of the study
Chapter III - Methodology – will describe the research methods employed in this study
Chapter IV – Findings and Discussion – will present the data and discuss the results of the study
Chapter V – Conclusion and Implication – will summarize the findings and offer some implications for teacher roles in speaking classes and suggestions for further research.
LITERATURE REVIEW
Teaching speaking
The use of English as a second language (ESL) or foreign language (EFL) in oral communication is a crucial yet complex aspect of English language teaching In today's globalized world, fluency in English is essential for individuals seeking advancement in various professional fields (Al-Sibai, 2004).
Learning to communicate in a foreign language demands significant time and effort According to Ur (1996), speaking is the most crucial skill among the four language skills—listening, speaking, reading, and writing—since being a speaker defines one's proficiency in a language Consequently, the primary goal of teaching speaking is to enhance students' oral production Therefore, classroom language teaching activities should focus on promoting individual language use (Haozhang, 1997).
For many years, ESL/EFL teachers relied on the audio-lingual method, which emphasized repetition of sentences to practice speaking This approach focused on memorizing conversations and grammatical structures However, Nunan (2003) noted that actual conversations differ significantly from textbook dialogues As research evolved, it became clear that language acquisition is best achieved through interaction, leading to the development of Communicative Language Teaching This method highlights the importance of the teacher's role in facilitating opportunities for students to communicate in English during lessons, ultimately enhancing their learning experience.
Encouraging students to speak in language courses is significantly more challenging than facilitating reading, writing, or listening activities (Ur, 2012) Despite this difficulty, it is essential for teachers to promote speaking, as classroom time is often dominated by teacher talk Harmer (2010) identifies three key reasons for fostering student speaking Firstly, speaking activities provide students with valuable opportunities to practice real-life communication in a supportive environment Secondly, these activities allow both teachers and students to identify speaking proficiency and common errors, enabling targeted feedback and improvement Lastly, increased speaking opportunities help students activate and internalize various language components, leading to more automatic usage and greater autonomy as language users.
EFL learners need extensive exposure to English to improve their speaking fluency; however, classroom use of English remains limited due to factors like time constraints, large class sizes, fear of mistakes, and lack of vocabulary Therefore, teachers should motivate students to practice English not only in class but also in their everyday interactions with peers and native speakers Additionally, since native speakers are typically mindful of conversational dynamics such as turn-taking and listening cues, educators must teach students to recognize these aspects to prevent misunderstandings and ensure respectful communication.
Teacher Role
Understanding the concept of a "role" is essential before exploring the various functions teachers fulfill in a speaking class According to the Cambridge Dictionary Online, a role is defined as "the position or purpose that someone or something has in a situation, organization, society, or relationship." This foundational definition sets the stage for examining the specific responsibilities and influences teachers have in facilitating effective communication among students.
The term 'role,' originally from sociology, is defined as the shared expectations regarding individual behavior (2003, p.109) In the context of English Language Teaching (ELT), Richards and Rodgers (1986) identify teacher roles as a crucial element of method design, emphasizing key aspects such as the functions teachers are expected to perform, their level of control over the learning process, their responsibility for determining the content taught, and the interaction patterns that emerge between teachers and students.
Littlewood (1981) defines the language teacher as a "facilitator of learning" within the framework of Communicative Language Teaching (CLT), encompassing roles such as overseer, classroom manager, consultant, and co-communicator Harmer (2001) expands on this concept, identifying various teacher roles including controller, organizer, assessor, prompter, participant, resource, tutor, and observer Tudor (1993) emphasizes the importance of a learner-centered classroom, highlighting the active involvement of students in the learning process.
2.2.2 Teacher role in a language classroom
Teachers in English Language Classes assume various roles, including learner, conductor, assessor, co-learner, manager, motivator, and evaluator, as highlighted by Archana and Rani (2017) By effectively fulfilling these roles, teachers can guide their students toward a successful future Leu (2005) emphasizes that the primary responsibility of educators is to ensure and uphold a high standard of education To achieve this, teachers must implement appropriate strategies tailored to each situation while maintaining classroom order, which requires them to be well-equipped with knowledge, motivation, and energy.
According to Archani and Rani (2017), teaching and learning are continuous processes that may evolve with changes in the educational system, yet the fundamental role of the teacher remains largely consistent It is essential for teachers to consider the learners' perspectives when planning their interactions and lessons By aligning their teaching strategies with students' viewpoints, educators can facilitate a clearer and more effective knowledge acquisition, minimizing confusion and hesitation among learners Therefore, the teacher's role is pivotal in fostering a productive learning environment.
In the classroom context, Archani and Rani (2007) also compared the teachers as a ‘conductor’ for students and students as a symphony orchestra
To effectively conduct an orchestra in the classroom, teachers must assess their teaching objectives and select appropriate methods tailored to students' abilities This includes determining necessary activities and their implementation Additionally, teachers should have a comprehensive understanding of their students' English proficiency levels and interests, as well as identify those who excel and those who struggle This awareness enables educators to create an engaging classroom atmosphere that fosters active participation.
Assessing students is a crucial tool for teachers to gauge knowledge and provide valuable feedback (Archana and Rani, 2017) Simply delivering lessons is not enough for a teacher's success; effective assessment enhances student learning Before evaluating students, teachers must reflect on their own judgments to ensure beneficial assessments Various methods such as verbal feedback, quizzes, and tasks can be employed for assessment Additionally, these evaluations help teachers identify shortcomings in their current methodologies and inform future teaching strategies.
Educators should prioritize improving student learning over merely enhancing their teaching methods, as emphasized by Weimer (2002) Ahmad (2017) highlights the importance of fostering critical thinking, building trust with students, and embracing lifelong learning for teachers He advocates for a learner-centered approach that connects educators with both knowledge and students, requiring teachers to understand their students' perspectives This approach shifts the focus from "doing something to students" to "doing something with students" and ultimately to "being with students," positioning teachers as co-learners who facilitate active and problem-based learning.
According to Archana and Rani (2017, p.3) The role of teacher as a
Effective classroom management is crucial for teachers, as it requires careful planning to maximize instructional time and implement backup activities when necessary Experienced educators can adeptly adjust their timing based on past experiences, ensuring that lessons flow smoothly Ultimately, strong classroom management directly contributes to successful teaching and enhanced student learning outcomes.
Motivation significantly impacts students' efforts in learning, as highlighted by Danie et al (2018) Research by Barbara Gross Davis (1993) indicates that while some students are inherently enthusiastic about learning, many rely on their instructors for inspiration and encouragement Therefore, the role of the teacher as a motivator is crucial in fostering a positive classroom environment and enhancing student engagement.
According to Archani and Rani (2017), teachers play a crucial role as effective evaluators in the educational process Accurate and fair evaluations are essential to prevent student confusion and distrust By identifying students' weaknesses, teachers can guide them toward improvement and enhance their overall competence.
According to Jagtap (2016), teachers often confuse teaching with facilitating learning, which can create a disconnect between them and their students He emphasizes the importance of understanding the distinction between these two roles, as they are interrelated Jagtap also outlines key qualities of an effective facilitator, including being a guide, counselor, information provider, inquirer, and facilitator.
Teachers serve as guides and counselors for students, addressing their diverse challenges such as study habits, frustrations, and personal issues They must stay updated on educational trends and research to enhance their knowledge and effectively support students Understanding the varied backgrounds of students—whether from rural or urban areas or those with irregular school attendance—is crucial Ultimately, teachers embody the role of a "Facilitator," adapting to meet the needs of all learners in their classroom.
2.2.3 Teacher role in a speaking class
In a speaking class, teachers assume various roles throughout different stages of the teaching process Key roles include being a resource, demonstrator, organizer, prompter, participant, controller, motivator, assessor, feedback provider, and IT expert (Liu, 2012; Koran, 2015).
Teachers serve as essential resources for students, providing support and valuable information to enhance their knowledge (Nola, 2019) To effectively assist learners, educators must be accessible both in and out of the classroom, ensuring that students can seek guidance whenever needed.
Teachers’ perceptions about teacher roles in a speaking class
Teachers recognize that students often hesitate to share their thoughts and personal experiences in a group setting (Harmer, 2007) As a result, L2 speaking instructors must be attuned to their students' needs, actively assessing and adapting their teaching strategies to accommodate these evolving requirements throughout the learning process (Brindley, 1989) Additionally, teachers play a crucial role as "prompters," assisting students who may struggle to articulate their ideas or maintain fluency during discussions (Harmer, 2007) In such instances, educators provide valuable suggestions and examples to support their students.
In speaking classes, teachers often implement pair-work and group-work to provide students with valuable opportunities to practice English communication This collaborative approach allows students to learn from one another It is essential for teachers to anticipate the outcomes of communication tasks (Goh & Burns, 2012) and to be aware of the learning objectives for each speaking activity Additionally, L2 speaking instructors should embody enthusiasm, creativity, and active engagement to foster student participation and motivation (Harmer, 2007).
A study by Hussein (2017) revealed that 70% of teachers believe speaking is the most challenging skill, while 90% noted that students often hesitate to speak due to a fear of making mistakes Additionally, 82.5% of teachers felt adequately trained in communicative language teaching (CLT), yet they attributed the challenges to syllabuses that lack communicative principles Consequently, the selection of appropriate materials is crucial for enhancing students' speaking skills, alongside the influential role of teachers.
Teachers’ beliefs and their practices
There are various definitions used to describe the terms “beliefs” Ford
Beliefs are defined as convictions or opinions shaped by personal experiences or the influence of ideas during the learning process (1994, p 315) According to Tobin and LaMaster (1995, p 226), beliefs represent knowledge that is practical, allowing individuals to achieve their goals in particular situations Furthermore, Basturkmen et al (2004, p 244) also contribute to this understanding of beliefs.
Teachers express their beliefs through evaluations of what should be done and what is preferable in education According to Borg (2001), a belief is a proposition that can be held consciously or unconsciously, is accepted as true by the individual, and carries an emotional commitment These beliefs guide both thought and behavior in the teaching profession.
The complexity of the term "beliefs" creates challenges for research, as highlighted by Pajares (1992), who noted that the diversity of definitions leads to confusion To enhance the clarity and researchability of beliefs, Pajares emphasized the necessity of clearly conceptualizing them (Pajares, 1992, p 329).
Understanding the relationship between beliefs and practices requires an exploration of the complex nature of beliefs, as some beliefs significantly influence practices more than others (Gandeel, 2016) Literature identifies various characteristics of beliefs, which can be classified as core or peripheral (Pajares, 1992), conscious or unconscious (Ackermann, 1972), ideal or reality-oriented (Abelson, 1979), and even contradictory (Green).
Core beliefs in teachers' belief systems are fundamental and more stable than peripheral beliefs, significantly influencing teaching practices Rokeach (1968) describes the centrality of beliefs by their interconnectedness, indicating that core beliefs have stronger links with other beliefs, making them more powerful These core beliefs are less susceptible to change (Pajares, 1992; Rokeach, 1968) and are more likely to be reflected in teaching practices (Gandeel, 2016) Understanding the distinction between core and peripheral beliefs can enhance insights into the relationship between educators' beliefs and their instructional methods (Phipps and Borg, 2009).
Rokeach (1968) divided beliefs into two types: conscious and unconscious Ackermann (1972) defined conscious beliefs as beliefs that a person has explicitly formulated and is aware of Pajares (1992) stated
Conscious beliefs may not accurately reflect reality, as deeper unconscious beliefs can significantly influence it Kagan (1992) emphasized that beliefs cannot be directly inferred from teachers' behaviors, as similar practices may stem from different motivations Understanding the complexities of consciousness is crucial for exploring the relationship between beliefs and practices, as well as recognizing the limitations inherent in researching teachers' beliefs.
Teachers often have idealistic visions of their teaching methods, but reality-oriented beliefs, which are grounded in proven effectiveness, play a crucial role in their practice These practical beliefs typically emerge from teachers' personal experiences in the classroom, allowing them to adapt and refine their approaches for better student outcomes (Gandeel, 2016).
Teachers often possess contradictory beliefs, as noted by Green (1971), who argued that a belief system comprises various clusters of beliefs that can remain isolated When teachers find themselves in environments that conflict with their beliefs, these contradictions may emerge Consequently, teachers may not recognize their conflicting beliefs until they are explicitly compared and analyzed side by side (Green, 1971, p 47).
2.4.3 The relationship between beliefs and practice
Understanding the beliefs teachers hold about language teaching and learning is crucial for comprehending their teaching practices (Phipps and Borg, 2007) Numerous studies, including those by Andrews (2003) and Breen et al (2001), have revealed consistent connections between teachers' beliefs, their decision-making processes, and their classroom actions.
Research studies, including those by Chen (2008) and Farrell and Lim (2005), have highlighted a discrepancy between teachers' beliefs and their actual classroom practices These studies identify several factors influencing this relationship, such as contextual challenges, teachers' limited understanding or knowledge, the inherent nature of beliefs, and methodological concerns.
Students’ expectations
Understanding student expectations and preferences regarding teaching styles at the onset of their university journey is crucial for two main reasons Firstly, new undergraduates often hold unrealistic expectations about course delivery, making it essential to align these expectations with reality (Hill, 1995) Secondly, educators and administrators can leverage these insights to create an educational experience that is both effective and satisfying for students (Sander & Stevenson, 1998).
Research indicates that students' expectations of higher education are influenced by various factors, including cultural background, gender, age, type of university, and mode of study.
The previous studies
There are quite a number of studies on the roles of teacher in teaching speaking:
Wicaksono (2016) conducted a study on the role of teacher's talk in speaking classes, aiming to determine its presence and identify the most dominant elements utilized by teachers The findings revealed that teachers employed both indirect and direct influences to encourage active student participation Additionally, the use of communication games, such as "Taboo," was implemented to create a relaxed and enjoyable classroom environment.
In the study entitled “Exploring the Principles and Practices of One Teacher of L2 Speaking: The Importance of Reflecting on Practice”, Thomas
S C Farrell and Rebecca Vos (2017) explored the nature of the principles / practice relationship through an investigate case study with an ESL teacher of L2 speaking They found that the teacher’s classroom practices are a strong reflection of her beliefs
In the article "The Role of Teachers in Developing Learners’ Speaking Skill" by Selcuk Koran (2017), the critical roles of teachers in enhancing students' speaking abilities are highlighted The study reveals that students express a significant fear of speaking and a strong desire to improve their speaking skills Additionally, it points out that many students feel there is a lack of speaking activities in their classrooms.
In the article "Role of Teachers in Oral English Teaching" by Liu (2012), it is emphasized that teachers assume various roles in the oral English teaching process As conductors, they guide students in initiating activities; as directors, they design engaging scenarios and assign roles to students Additionally, teachers act as critics, assessing students' oral expressions Liu argues that the adaptability of these roles can transform traditional, teacher-centered approaches to oral English instruction.
In the study "Classroom Roles of English Language Teachers: The Traditional and the Innovative," Choudhury (2011) examined the roles of English language teachers within the EFL/ESL context in India The research delves into the concept of "role" in English Language Teaching (ELT), highlighting how both methodologists and practitioners perceive these roles It further analyzes the characteristics of traditional teacher-centered classrooms before exploring a learner-centered paradigm that prioritizes the needs and engagement of students.
Summary of the chapter
This chapter has successively provided literature about definition of teacher roles, teacher roles in a language classroom, teacher roles in a speaking class, the speaking teaching and the previous studies.
METHODOLOGY
Research objectives
This study explores teachers' perceptions and practices regarding their roles in speaking classes at the English department of HUFL Additionally, it aims to uncover students' expectations of these teacher roles in the same context.
Research site and context
This research study aims to explore teachers' perceptions, practices, and expectations regarding their roles in speaking classes within the English Department at Hue University of Foreign Languages.
Hue University of Foreign Languages, established in 2004 and situated in the heart of Hue city, Thua Thien Hue province, is a prominent institution in Central Vietnam Annually, it trains a significant number of students to meet the human resource demands in various sectors, including tourism, education, and translation Committed to improving its performance, HUFL aims to be a leading university in Vietnam for foreign language education The university boasts a highly qualified academic staff, many of whom hold PhD and Master's degrees, ensuring a robust educational experience for its students.
The English Department at HUFL, the largest department in the university, offers speaking classes for freshmen, sophomores, and juniors, with each class typically comprising 30-35 students The curriculum includes two periods of speaking each week, utilizing the NorthStar series published by Pearson as the primary teaching resource Specifically, NorthStar 2 (4th edition) is used for freshmen, while sophomores study from NorthStar 4 (4th edition) during the second semester of the academic year.
The teachers and students from Department of English at HUFL were chosen to conduct the research.
Research participants
In this part, background information of research participants collected from the questionnaires is presented The first group of participants contains classroom teachers and the second group contains students
Frequency of participating in English workshops, seminars, training course about
Table 3.3.1 Information about teacher participants
A group of 26 teachers from the English Department of Hue University of Foreign Languages participated in the study, all of whom possess practical experience in teaching speaking skills to university students Their responses to the questionnaires are expected to provide valuable insights for the research.
Table 3.3.1 reveals that a significant majority of teachers, accounting for 62%, possess over ten years of experience in teaching English, while 27% have less than ten years Additionally, there are three teachers, representing 11%, who have more than 30 years of teaching experience.
Also from Table 3.3.1, 69% of the teachers said that they always participate in seminars or workshops related to English language, English methodology and professional development Meanwhile, 31% of them chose
“usually” about the frequency of their participation
Table 3.3.2 Information about student participants
This study involved 90 freshmen and sophomore students from the English department at Hue University of Foreign Languages Their participation in the questionnaires was crucial for comparing the data gathered from classroom observations The students, hailing from various provinces, exhibit diverse levels and years of experience in English language learning.
According to Table 3.3.2, 80% of students have five to ten years of English learning experience, while 20% have over ten years, with no participants having less than five years This indicates that the participants possess significant experience in learning English, allowing them to provide valuable insights for the research.
Instruments and procedures of data collection
This study utilized a mixed-methods approach, combining qualitative and quantitative methods to address three research questions effectively Questionnaires were employed to gather data on teachers' perceptions and students' expectations, while classroom observations provided insights into teachers' practices This complementary use of both methods aligns with the findings of Condelli and Wrigley (1999), who advocate for mixed methods as the optimal research design Furthermore, as noted by Perone and Tucker (2003), integrating these approaches yields high-quality information.
The questionnaire has been selected as the primary method for data collection in this research due to its practicality, cost-effectiveness, and efficiency This method allows for the rapid collection of extensive information, making it ideal for large-scale studies According to Brown (2005), using questionnaires can be more efficient than alternative methods, as they help participants feel more comfortable by minimizing embarrassment and hesitation associated with direct contact.
Questionnaires were selected as the primary method for data collection to address the research questions regarding teachers' perceptions of their roles in an EFL speaking class.
In an EFL speaking class, students have specific expectations regarding teacher roles, which were explored through a set of Yes/No questions presented in both English and Vietnamese This approach aimed to facilitate ease of response for participants and minimize misunderstandings.
In the study, the researcher utilized and adapted the questionnaires from Koran's article, “The Role of Teachers in Developing Learners’ Speaking Skill” (2015, p.411) Additionally, insights from Koran’s literature review and Liu’s journal, “Role of Teachers in Oral English Teaching” (2012), were incorporated to enhance and finalize the questionnaire content The materials from both Koran and Liu provide a solid foundation for the development of the study's questionnaires.
3.4.1.1 Teacher questionnaires a) Design of the questionnaire for teachers
The initial questionnaire for teachers is divided into three sections: Part A collects personal information such as name, years of teaching English, and seminar participation frequency Part B investigates teachers' perceptions of their roles in speaking classes, while Part C focuses on their views regarding the development of students' speaking skills Both Parts B and C consist of Yes/No questions.
The questionnaires for teachers were designed in soft copy by Google Forms and were delivered to each teacher of English Department by personal e-mail for the convenience
3.4.1.2 Student questionnaires a) Design of the questionnaire for students
The student questionnaire is divided into four sections: Part A gathers individual information such as name, years of studying English, major, and satisfaction with speaking classes Part B collects students' feedback on the teacher's role in speaking classes, while Part C focuses on students' expectations regarding the teacher's role in these classes Finally, Part D aims to explore students' expectations for how teachers can help develop their speaking skills.
C and D are Yes/ No questions b) Administration of the questionnaire to students
In five observed speaking classes, hard copy questionnaires were distributed to students prior to the commencement of new lessons to ensure a seamless learning experience without interruptions.
Classroom observations were selected as the primary method for this research to address the question of how teachers implement their roles According to Richards (2001), this observational approach allows researchers to gather firsthand information through direct observation rather than relying on self-reported data from participants Additionally, classroom observations serve as a valuable tool to verify the consistency of information gathered from questionnaires.
Observations enable researchers to gather firsthand information regarding the behaviors of individuals and groups, facilitating a deeper understanding of the context and revealing unexpected outcomes This method is inherently flexible and does not require strict structuring around the study's specific issues.
3.4.2.1 Design of the classroom observation checklist
The aim of classroom observation is to gather data on the roles present in speaking classes and how teachers execute these roles To achieve this, a customized classroom observation checklist was developed by the researcher, informed by the studies of Koran (2015) and Liu (2012) This checklist was designed to specifically assess teachers' practices in speaking classes by documenting the presence or absence of various roles identified in the literature review and questionnaires Additionally, note-taking was employed to provide insights into how teachers implemented these roles during the observations.
One 90 minute- period was observed in five speaking classes of five teachers under the permission of the participating teachers The observed teachers were also the participants who had filled in the questionnaire The total number of observation hours were 7,5 hours The researcher observed the teachers’ activities and checked whether the roles mentioned in the checklist were present or absent and whether there was any role that were not mentioned in the checklist The researcher also took note of how the teachers carried out the roles and also the classroom atmosphere.
Data analysis
After collecting all the data, the researcher started to analyze the data
The researcher utilized Microsoft Excel to import data from both teacher and student questionnaires, subsequently calculating the percentage of participant responses This analysis culminated in the creation of charts that visually represented the results based on these percentages.
In conducting qualitative data analysis through classroom observation, the researcher meticulously reviewed the checklist and notes, emphasizing relevant findings while disregarding unrelated information Key themes were identified and highlighted, aligning these insights with existing literature to enhance the research's coherence and significance.
The data collected from the questionnaires was analyzed and presented in clear percentages and charts, while the findings from class observations were displayed in tables, providing reliable evidence to support the conclusions.
Summary of the chapter
In conclusion, this chapter has successively provided information about the research design, research site and context, the participants, and finally the instruments and procedures for data collection.
FINDINGS & DISCUSSION
Findings
The findings in this study are presented based on the order of research questions
4.1.1 Teachers’ perceptions of teacher roles in an EFL speaking class
Figure 4.1.1 Teachers' perceptions about teacher roles in a speaking class
From Figure 4.1.1, 100% teachers perceived their roles as being a resource, an organizer, a motivator, an assessor, a feedback provider, an IT
IT expert: Teacher usually uses computer-based lectures (Powerpoint), shows videos, pictues.…
Feedback provider: Teacher gives comments and feedbacks to help students to conceive and…
Assessor: Teacher checks, evaluates every class activity reasonably
Motivator: Teacher gives encouragement, stimulates them to participate in class activities
Controller: Teacher controls the class activities, make sure the class has order
Participant ( group member): Teacher takes part in activities with students
Prompter: Teacher gives prompts, suggestions for students to answer the questions
Organizer: Teacher organizes activities ( individual/pair/ group work) and guides…
Demonstrator: Teacher illustrates and models each activity for students
Resource: Teacher has high professional knowledge and can provide students with…
In any ordinary speaking class, teachers play essential roles such as imparting knowledge, organizing activities, encouraging students, providing feedback, and utilizing technology as a teaching tool Participants in this research unanimously acknowledged these responsibilities One teacher emphasized the importance of inspiring students to learn with enthusiasm, while a young educator noted that creating a positive classroom atmosphere is crucial to prevent students from developing a fear of speaking English Additionally, another teacher highlighted the role of the instructor as a consultant, guiding students on appropriate speaking techniques, pronunciation, and self-improvement strategies outside the classroom Furthermore, teachers should recommend reference materials and resources for students to explore independently.
Over 90% of teachers recognize their roles as prompters and controllers, which are as vital as being organizers, motivators, assessors, feedback providers, and IT experts By effectively managing the classroom, teachers create a stable environment that facilitates organized activities, allowing students to engage with the lesson Additionally, teachers are highly aware of their role as prompters, understanding that they are crucial in helping students overcome challenges when they encounter difficulties in learning.
A significant 88% of teachers prefer to take on the role of a participant in the learning process, while only 65% opt to be demonstrators One experienced teacher, with two decades in the field, emphasized in the questionnaire's open-ended section that educators should act as co-learners alongside their students This collaborative approach allows teachers to gain insights into students' perspectives, needs, and challenges, enabling them to effectively adapt lesson content, methods, and activities to enhance the learning experience.
Figure 4.1.2 Teachers' perceptions about teacher roles in developing students' speaking skill
According to the data presented in figure 4.1.2, all teachers agree on the importance of helping students overcome their fear of speaking, feel comfortable, actively participate in class, and develop both strengths and weaknesses in a speaking class These fundamental roles are commonly observed in English speaking classes Additionally, feedback from the questionnaire indicates that teachers believe it is essential to assist students in improving their pronunciation, using correct grammar, and fostering confidence and independence in speaking One teacher also suggested that educators should take the opportunity to engage students in activities like singing English songs and watching short English films to enhance their learning experience.
Helping students exploit other inside potentials
Helping students develop good points and overcome bad points in speaking skill
Helping students participate in class activities with enthusiasm through teacher's encouragement
Helping students feel comfortable and have no pressure when studying in class
Helping students overcome the fear of speaking and build confidence
Helping students find answers through teacher's prompts
Helping students form ideas for each topic
Helping students develop their vocabulary
The second biggest number from the chart is more than 95% of the teachers chose helping students find answers through teacher’s prompt
Teachers overwhelmingly agree (92%) on the importance of helping students tap into their inner potential by guiding them to learn from peers and engage in self-discovery beyond the classroom In this role, teachers serve as facilitators for out-of-class activities, encouraging students to practice speaking English regularly Utilizing tools like smartphones, students can communicate and record interactions with friends and foreigners through social networks or in real-life situations Additionally, teachers are advised to support students in applying their knowledge through practical projects, such as creating field trip videos that involve conversations with international individuals, ultimately boosting students' confidence in their English-speaking abilities.
Nearly 80-85% from the chart is helping students develop vocabulary and helping students form ideas for each topic Many teachers believed that at university level, teachers mainly focus on developing the skills and the fluency of speaking for students About vocabulary, besides teacher’s teaching, the students should have more responsibility to enrich their vocabulary by themselves They also said in the extra-answer section that teachers need to help students how to link ideas to ensure the logics and coherence in their performance
In addition, one teacher contributed her extra-answer in the questionnaire that English speaking teachers should be a companion with students on both learning and doing research
4.1.2 Teacher’s implementation of their roles in a speaking class
This section details the roles of teachers in a speaking class, based on observational data from five out of twenty-six teachers who completed questionnaires A total of five lessons were observed over a duration of 7.5 hours.
Table 4.1.1 Teacher roles in a speaking class and Classroom practices
All five teachers effectively acted as resources in the classroom by teaching vocabulary and introducing new knowledge in various contexts During student presentations, Teacher A contributed her insights, enhancing the learning experience and keeping the class engaged Teacher D focused on teaching phrases related to "giving advice," encouraging students to provide their own examples, while Teacher E facilitated discussions, allowing students to express their opinions before summarizing and consolidating the knowledge Overall, the teachers played a vital role in enriching students' understanding and vocabulary.
The role of "Demonstrator" was not observed among five teachers, with only 65% agreement from the faculty on its necessity In these classes, it was evident that university students did not require teacher modeling to engage in tasks, as they quickly understood instructions This may explain why the teachers opted not to fulfill the demonstrator role, believing it unnecessary for their students' learning process.
In a recent survey, all participating teachers recognized the "Organizer" role as crucial in the classroom, a role evident in the practices of the five observed educators Each teacher implemented a variety of engaging activities tailored for their students For instance, Teacher A initiated a lesson by posing a thought-provoking question about the impact of learning English on Vietnamese Teacher B encouraged collaboration by having students create posters and provide feedback on presentations Teacher C facilitated group discussions by allowing time for speech revisions and ensuring all members were present Meanwhile, Teachers D and E crafted real-life scenarios for students to apply their newly acquired knowledge, and Teachers C and D provided handouts as valuable resources for their activities.
“Prompter” was obvious in 4 of the 5 observed teachers Each teacher also had different ways to play this role Teacher D when eliciting the word
In a recent class, the topic of "obesity" was introduced, with clues such as "fat" and "eating snacks" to engage students Additionally, Teacher B encouraged divided groups to create names related to the automotive theme, specifically CAR brands like Honda, BMW, and Vinfast, fostering broader general knowledge on the subject.
While the "Participant" role was highly valued by many teachers, it was primarily demonstrated by Teacher A, who actively engaged with students during their presentations In contrast, Teachers B, C, D, and E seldom participated in discussions or activities with the students.
A significant 92% of teachers surveyed highlighted the crucial role of the "Controller" in the classroom, noting its importance in managing student volume and arranging seating in a circle These findings demonstrate that all five teachers effectively exercised control over their classes.
All teachers emphasized the significance of fostering students' confidence and motivation in the classroom The role of "Motivator" was notably displayed by five teachers, who frequently offered encouragement and compliments to their students They actively promoted speaking practice, with Teacher A encouraging the class to greet presenters aloud, thereby creating a lively and engaging atmosphere.
The role of the "Assessor" is evident among five teachers, as they actively observe and evaluate students during class to identify strengths and areas for improvement Teachers A and D consistently check students' retention after presentations by asking them to recall key messages Additionally, all five teachers begin each class by reviewing previous lessons, fostering connections and reinforcing knowledge through questions like, "What did we learn last week?" or "Who can explain voluntary activities?" This practice enhances student engagement and tailoring of lessons to meet their needs.
Discussion
The primary motivation for EFL learners, particularly university students at HUFL, is the desire to communicate effectively in English, making speaking the most crucial skill to develop This study emphasizes the teacher's role in facilitating learners' ability to engage in daily conversations Teaching speaking is vital, as it not only enhances communication skills but also aids in vocabulary expansion, grammar improvement, and the development of listening and writing abilities.
Research findings reveal a strong alignment between teachers' perceptions of their roles in speaking classes and their actual classroom practices Additionally, most students expressed high appreciation for their teachers' contributions Beyond traditional pedagogical roles, the study identified the importance of teacher roles in fostering human interaction and enhancing classroom atmosphere, which may positively influence overall classroom outcomes.
This article highlights significant findings regarding the evolving roles of teachers in education The research identifies roles that are often overlooked, as well as those performed less frequently yet still impactful on teaching outcomes Additionally, it uncovers new or underrepresented roles in existing literature, emphasizing the need for a broader understanding of teacher responsibilities.
4.2.1 The absence of the role “a demonstrator” in a speaking class at university level
Students view teachers as role models to imitate (Liu, 2012), yet in my observations, this modeling role was not evident among the five teachers observed Liu (2012) notes that effective modeling includes oral teaching and body language, typically before activities However, this role varies depending on the educational level; at the university level, teachers seldom model activities, opting instead to provide instructions that students quickly grasp This approach allows teachers to save time and focus on organizing activities Additionally, student feedback indicated that they did not expect teachers to demonstrate tasks, likely due to their extensive English learning experience of around ten years, which fosters confidence in understanding instructions In contrast, modeling is more critical in primary and secondary education, where students require more guidance.
The role of a "Demonstrator" is crucial for teachers in language classes, particularly in speaking sessions However, the necessity of modeling by the teacher depends on the class context and the students' proficiency levels.
4.2.2 The little appearance of the role “an IT expert” in a speaking class and the effect
Teachers at HUFL are well-trained in technology use, yet during observations, only one out of five utilized computers and projectors in a speaking lesson This teacher effectively employed technology to reinforce vocabulary through images and PowerPoint presentations Despite the teachers' skills and perceptions of being "IT experts," technology was not a primary teaching tool in practice Although intensive courses on modern technology were lacking, the impact on teaching speaking remained significant The observed teachers fostered dynamic classroom environments through spoken interaction, engaging students effectively without relying on computers They utilized alternative materials like handouts with appealing images, maintaining student excitement Furthermore, all teachers demonstrated strong qualifications, ensuring student motivation and focus Student feedback indicated satisfaction with the current teaching methods, suggesting that while being an "IT expert" is beneficial, effective speaking instruction can still occur without frequent computer use, as long as teachers employ engaging strategies.
4.2.3 Teachers as “a person who passes inspiration” in a speaking class
In the context of out-of-class activities, the role of an inspirational figure garnered significant interest among research participants, particularly students This role closely resembles that of a guide, emphasizing the importance of mentorship and motivation in enhancing student engagement and learning experiences.
“motivator” but in some aspects, this could be quite different The role
According to Shrivastava (2012), a motivator plays a crucial role in fostering a positive learning environment by praising students, assigning appropriate tasks, and creating an encouraging atmosphere Teachers significantly impact students in the long term by inspiring them and being attentive listeners Survey responses indicate that students value teachers who not only provide compliments but also actively listen to their challenges in speaking English, offering advice and sharing inspiring stories to help them overcome difficulties Students expressed a desire for teachers to be a reliable support system, acting as a fulcrum in their educational journey Ultimately, English teachers should embrace this supportive role to enhance students' speaking skills and maintain a positive learning experience.
4.2.4 Teachers as “a person who creates the classroom vibe” in a speaking class
The role of "a person who creates the classroom vibe" is distinct from traditional roles like organizer or motivator, yet it has garnered significant attention from both teachers and students, similar to the role of "a guide for out-of-class activities." This emerging role is closely tied to teacher identity, as noted by Cheung, Said, and Park (2015), who highlighted that academic competency influences professional identity Additionally, factors such as motivation, self-esteem, job perceptions, and job satisfaction play a crucial role in shaping teacher identity (Day et al., 2006) Students often perceive classes differently; for instance, some find teacher A's class entertaining, while others view teacher B's as serious or teacher C's as stressful Unlike the role of a motivator, sometimes simple gestures like a smile, a gentle demeanor, or polished attire can significantly enhance students' comfort and contribute to a positive classroom atmosphere This role has been recognized in teacher questionnaires and observed in practice, emphasizing that educators, particularly those teaching speaking, should embrace this approach to foster a more enjoyable learning environment.
4.2.5 Teachers as “consultant” in a speaking class
The role of a "Consultant" in teaching English speaking, while not entirely new, is crucial for addressing various student challenges According to Jagtap (2016, p 3905), teachers often recognize issues such as poor study habits, financial difficulties, family problems, and low academic performance As consultants, teachers provide guidance and support to help students navigate these obstacles, enhancing their learning experience and promoting better outcomes.
Teachers in speaking classes perceive their role as that of a "consultant," which involves not only providing material sources and reference books but also guiding students in developing their speaking abilities to enhance communication skills Students express a desire for teachers to recommend additional learning materials for independent study and to share resources that facilitate English speaking practice In summary, the consultant role is essential for teachers, particularly in teaching English speaking, and can be fulfilled through various methods.
4.2.6 Teachers as “a guide for out-of-class activities” in a speaking class
The role of a teacher as a "Guide for Out-of-Class Activities" has gained significant attention from both teachers and students, despite being relatively new in educational literature In today's modern and globalized world, it is essential for English teachers to facilitate out-of-class experiences that enhance students' speaking skills Many teachers highlighted this role in questionnaires, emphasizing the importance of organizing activities such as recording conversations or creating field trip videos that involve communication with native speakers Additionally, teachers are expected to help students discover learning opportunities outside the classroom, fostering a habit of practicing English through smartphones and social media interactions Students also express high expectations for their speaking teachers to provide various outdoor activities for English practice Ultimately, this emerging role is becoming increasingly vital for English educators, particularly as Vietnam integrates into the global community and the significance of English continues to grow.
In summary, this chapter effectively addresses the research questions through comprehensive analysis, revealing that teachers generally hold positive perceptions of their roles in speaking classes Classroom observations indicated that teachers adopt multiple roles, including resource, organizer, controller, and motivator, although some roles were unique to individual teachers or not observed at all Additionally, students recognized the significance of these teacher roles in enhancing their speaking skills.
This chapter explores the underrepresented roles in university-level speaking classes, specifically highlighting the absence of the "Demonstrator" role and the limited presence of the "IT expert." Additionally, it discusses roles suggested by both teachers and students, including "a source of inspiration," "a creator of classroom atmosphere," and "a guide for out-of-class activities," emphasizing their significance in enhancing the learning experience.
Major findings as detailed above would be summarized in the conclusion as the final chapter of this research paper.