INTRODUCTION
Background to The Study
In a study which set out to determine the importance of TEFL internship, Glenn
A TEFL internship is a crucial educational experience that enhances students' professional qualifications and competencies in line with their training objectives It encompasses vocational training for non-teacher training students and pedagogical practice for those in teacher education programs, playing a significant role in their development as future educators.
Since the early 20th century, English has emerged as a global language, significantly influencing education, communication, business, politics, science, and entertainment With approximately 400 million native speakers and over 1.5 billion individuals learning it as a foreign language across more than 80 countries, English stands as the world's foremost international language Mastery of English opens up promising job opportunities for young people both locally and internationally, motivating them to achieve proficiency to enhance their career prospects.
For over fifty years, English has been a dominant language in Vietnam, with the Ministry of Education and Training emphasizing its importance in secondary and high school curricula (Phung Xuan Nha, 2018) At the higher education level, numerous universities in major cities such as Hanoi, Ho Chi Minh City, Can Tho, and Da Nang have established Foreign Languages Faculties, where English is the primary focus This initiative aims to address the increasing demand for English proficiency in the country.
2 demands of students’ learning the English language, the centers for teaching English at all levels have been established around large cities
The TEFL internship is crucial for students, significantly impacting both their learning process and future careers (Levine, 2010) While the internship's results contribute substantially to semester grades, they have a limited effect on overall graduation outcomes More importantly, this internship provides students with valuable insights into their chosen careers, allowing them to engage in practical activities that enhance their understanding of post-graduation work This experience facilitates timely adjustments and the development of more effective training strategies.
Researchers have tried to explain the notion of internship According to Furco
Internships, as defined since 1996, are programs that immerse students in real workplace activities to provide hands-on experience, enhancing their understanding of academic subjects According to McMahon and Quinn (1995), these internships allow senior students to gain relevant work experience during school hours, where they are supervised by experienced professionals in their fields For students majoring in English-teaching methodology, gaining teaching experience in actual classrooms during their internship is crucial for their future career success.
Measuring teaching ability and skills solely through written assessments fails to capture the nuanced, context-dependent nature of effective teaching The development of teaching skills is heavily reliant on the growth of judgment, which varies in dynamic and non-routine situations Consequently, competency in teaching cannot be uniformly evaluated until after practical experience is gained in real-world scenarios.
Instructors have the opportunity to address and navigate common challenges in teaching practice, making it essential for them to develop these complex skills prior to receiving their English teaching license.
A detailed examination by Meddings and Thornbury (2009) highlights the significance of TEFL internships, emphasizing that applying theoretical knowledge in real-world settings enables trainee teachers to recognize their strengths and areas for improvement University training programs provide essential theoretical frameworks, but practical experience is crucial for effectively navigating specific subjects and work environments Consequently, internships are vital for boosting trainees' confidence as they prepare to enter the job market, reducing the risk of disillusionment and frustration Additionally, internships facilitate valuable networking opportunities that can benefit students post-graduation, and successful internships may lead to immediate job offers for trainee teachers.
Student internship programs play a crucial role in bridging the gap between theoretical learning and practical application, fostering career interest among students (Kash, 2009) These opportunities provide valuable real-world experience, which enhances motivation and encourages the application of academic knowledge in practical settings (Templin et al., 1999; Kash, 2009).
In 2009, it was highlighted that trainee teachers can enhance their understanding of English Teaching Methodology by actively participating in schools and engaging with real students This hands-on experience allows them to connect theoretical knowledge with practical classroom settings, ultimately leading to the discovery of various occupational options and career choices in education.
To ensure effective English language instruction, the training of English teachers at all educational levels is essential (Chapman & Hutcheson, 1982) At Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT), the institution prepares 40 to 80 trainee teachers annually for roles in elementary, secondary, and high school education During their first two years, these students focus on foundational English linguistics and skill enhancement In their third and fourth years, they engage in courses on English Teaching Methodology and gain practical teaching experience, learning to implement various methods and techniques for teaching English to secondary and high school students.
Chavan (2017) found that internship programs are beneficial for trainee teacher educators, providing valuable feedback on classroom behavior and the opportunity to observe new teaching techniques and strategies These programs enrich educators with knowledge and experience in innovative teaching methods, such as brainstorming and activity-based learning, as well as creative evaluation techniques like story completion, puzzles, and concept mapping.
In his research paper "20 Weeks Internship: Opportunities, Challenges and Measures," Nimbalkar (2015) outlines key strategies for implementing an effective internship program These strategies include conducting an orientation for all students, providing an internship handbook, offering scholarships, appointing a teacher in charge, arranging guest lectures, and conducting interviews at the conclusion of the internship.
Stephens (2011) highlights the potential of teacher internships as a valuable form of professional development, emphasizing their role in fulfilling educational requirements The article examines how these internships, set in relevant occupational environments, can effectively meet the necessary standards for teacher training Additionally, it reviews various activities that integrate advisory components to enhance the internship experience.
Committees and Cooperative Education placements is discussed The concept of work- based Teaching Teams that include academic teachers is also explored
Matliwala (2010) emphasized the significance of internship programs in teacher education, advocating for a more impactful approach through dedicated efforts These internships should not merely serve as a requirement for completing the teacher education program; rather, they should focus on cultivating successful and effective educators.
Statement of The Problem
Every year, senior students majoring in English Teaching Methodology at HUFLIT undertake a five-week internship in high schools across Ho Chi Minh City This experience is essential for developing their skills and gaining practical insights into teaching teenagers The internship allows trainee teachers to immerse themselves in real classroom environments, effectively linking their theoretical knowledge with the actual language acquisition abilities of students (Richards & Crookes, 1988).
For HUFLIT students majored in TEFL, the internship is indispensable for the reason that this is a stage for them to prepare the required following factors:
To foster a deeper understanding of education's impact on national development, students must grasp the roles and responsibilities of both subject teachers and head teachers It is essential for them to objectively evaluate their strengths and weaknesses By engaging with high school students and teachers, they can cultivate a sense of affection and responsibility, which is vital for their professional growth This process encourages a positive and enthusiastic attitude, emphasizing discipline, humility, and strong relationships with peers and educators, while also nurturing a spirit of inquiry, progressiveness, and dedication to the teaching profession.
The internship provides students with essential skills, including the ability to build relationships with peers, educators, and parents, while enhancing their communication, management, and assessment capabilities regarding students' moral and linguistic development It allows participants to apply pedagogical techniques such as observation, recording, and providing feedback during professional and homeroom hours, as well as fostering collaboration with teachers and fellow interns Additionally, students will learn to create training plans, prepare lesson plans, and organize activities for class leaders, equipping them for future teaching roles.
The article emphasizes the importance of gaining a comprehensive understanding of educational psychology and effective teaching methods acquired in university It highlights the application of this specialized knowledge to observe and analyze the teaching strategies employed by high school teachers, which facilitate deeper student comprehension and retention Trainee teachers are encouraged to familiarize themselves with various teaching content, methods, and specific techniques for language elements such as grammar, vocabulary, and phonetics, as well as essential language skills including listening, speaking, reading, and writing Additionally, the article underscores the significance of acquiring experience in classroom management, developing English teaching methods, creating lesson plans, and organizing extracurricular activities tailored for high school students Ultimately, it aims to provide insights into the responsibilities of an English teacher and the effective organization and management of educational activities for high school learners.
According to Clark and Cutler (1990), effective English teaching necessitates comprehensive training for English teachers across all educational levels For instance, Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT) annually trains between forty to eighty future educators for elementary, secondary, and high school instruction During their first two years, these students focus on foundational knowledge in English linguistics and enhancing their language skills In their third and fourth years, they engage in courses on English Teaching Methodology.
Teaching practice is essential for students to effectively apply diverse methods and techniques for teaching English to secondary and high school learners However, much of this practice occurs in university settings, leading to a lack of authentic application Furthermore, there is a noticeable gap in research regarding trainee teachers' perceptions of their TEFL internships.
The gap between theory and practice in English teaching is significant, as highlighted by Furco (1996) While students acquire knowledge in the classroom, effectively applying it can be challenging due to psychological factors and unexpected questions At HUFLIT, despite updates to the training program, practical skills such as student engagement, individualized treatment, and time management during lessons can only be honed through real-world internships.
Third-year and fourth-year students possess a strong understanding of language and teaching methodologies; however, their limited practical teaching experience may lead to challenges when they transition to real classroom environments.
Apprenticeships and internships play a crucial role across various fields, providing essential practical experience for students (Gerald, 2015) For those studying to become English language teachers, internship programs offer valuable opportunities to engage with real students, allowing trainee teachers to assess their abilities, desires, and motivations effectively.
Despite numerous studies exploring trainee teachers' perceptions of internships globally, there is a notable lack of research specifically examining trainee teachers' views on TEFL internships at HUFLIT.
Aims and Objectives
This study aims to explore the perceptions of TEFL internship programs among trainee teachers at HUFLIT The primary objective is to gain insights into how these trainee teachers view their internship experiences, addressing the identified gap and problem statement.
Research Question
Based on the objectives mentioned above, one research question has been posed in this study:
How do EFL trainee teachers at HUFLIT perceive TEFL internship ?
Scope of The Study
This paper has been confined to trainee teachers at HUFLIT who did an internship at the three high schools in Ho Chi Minh City In this research, there were
Fifty TEFL trainee teachers from the Department of Foreign Languages at Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT) participated in the program, all of whom have successfully completed their "Teaching Practice."
The study on "Teaching Methodology" and required classes at HUFLIT aims to enhance the effectiveness of teacher training programs by providing insights into real teaching practices By focusing on the perceptions of EFL trainee teachers regarding their internship experiences, the research seeks to strengthen existing professional courses and contribute valuable knowledge for both teacher educators and training universities in Ho Chi Minh City.
Significance of The Study
This research aims to enhance the understanding of TEFL internships among EFL trainee teachers at HUFLIT by highlighting the significance of internship tasks, the benefits they provide, and the preferences of trainee teachers regarding these tasks.
Universities can enhance teaching methodologies to better equip students for the psychological and professional challenges they may face in their careers Additionally, by refining the curriculum of supplementary subjects and implementing more robust practical support policies, universities can facilitate internships that enable students to effectively apply theoretical knowledge in real-world scenarios.
The findings of this paper serve as a valuable reference for current and future researchers and educators interested in understanding the perceptions of TEFL internships among EFL trainee teachers.
An internship, as defined by the Board of Teacher Registration (2003), is an extended, field-based professional learning experience that is collaboratively negotiated by stakeholders during the final phase of teacher preparation In this research, "internship" specifically refers to the program where EFL trainee teachers engage in teaching English at designated high schools, including Gia Dinh, Nguyen Du, and Nguyen Thai Binh The HUFLIT internship program encompasses various pedagogical activities such as attending school reports, demonstrating microteaching, observing teachers and peers, and participating in additional internship-related activities.
10 correcting students’ tests, and attending class meeting Trainee teachers’ performances are assessed by the in-charge teachers at designated high schools during the TEFL internship program
A trainee teacher, also referred to as a teacher candidate, is an individual enrolled in a teacher preparation program and actively pursuing certification to become a qualified educator, as defined by Richards & Schmidt (2002).
Teaching English as a Foreign Language (TEFL) involves instructing non-native English speakers, particularly in countries where English is not the primary language (Meddings & Thornbury, 2009) This study focuses on a TEFL program where trainee teachers practice their teaching skills at Gia Dinh, Nguyen Thai Binh, and Nguyen Du high schools Participants engage in various essential activities, including attending school reports, observing classes, collaborating with peers, administering and grading tests, and participating in class meetings.
This research work is structured into five chapters, starting with an introduction that highlights the benefits of internship programs for trainee teachers, supported by insights from educators on their significance across various fields The second chapter provides a literature review, while the third chapter details the research methodology, outlining the data collection and analysis processes employed in the study.
In Chapter Four, we present tables that illustrate the findings of our investigation, followed by a discussion of these results Chapter Five concludes the study and outlines several implications derived from our research.
2.1 Essential Factors to be Good Teachers
According to Darling-Hammond and Bransford (2005), effective teaching requires educators to possess a comprehensive understanding of their students' developmental needs within a social context, a solid grasp of the subject matter and curriculum objectives, and expertise in teaching and learning methodologies.
Committed teachers prioritize their students' well-being and prepare them for the future with unwavering support, as noted by Cain (2001) These student-centered educators work from passion rather than ego, understanding that true learning is a lifelong journey They instill a love for learning in their students while actively engaging in their own educational pursuits Furthermore, committed teachers contribute to their colleagues' growth by sharing insights about learning and its intrinsic rewards, embodying the principles of lifelong learning.
In his 2006 study, Glenn identified key behaviors and practices that trainee teachers found beneficial in their cooperating teachers These effective educators excel in classroom organization, foster positive relationships with students, possess strong subject matter knowledge, establish daily routines, and demonstrate compassion Glenn emphasized that cooperating teachers play a crucial role as mentors, guiding students in their professional development and helping them become effective practitioners He also highlighted the importance for teachers to reflect on their teaching methods, collaborate effectively with colleagues, and sustain their passion for teaching, even amidst personal challenges.
13 work-related stresses (p 86) McNamara (1986) headed the list for qualities such as
An effective teacher is often characterized by key personal qualities such as personality, intelligence, sympathy, and a sense of humor These attributes can significantly influence how a teacher's competence is perceived Research has underscored the importance of these personal traits, highlighting their role in shaping successful teaching practices.
According to Noyer (1938), effective teachers provide clear assignments and inspire students to complete tasks He emphasized that strong leadership qualities are essential for teachers to achieve excellence in their profession.
296) His thought also includes that the teachers should have the ability to praise good work without flattery and at the same time criticize without creating antagonism (p
Effective teachers create a comfortable environment that boosts students' self-esteem (p 296) Peterson (1947) emphasizes that while psychology is a science, teaching is an art that requires creativity and originality to engage students (p 271-272) Teachers must actively stimulate students' interest and prevent boredom, as initial interactions are critical for establishing a meaningful connection (p 272) Consequently, internships are essential for trainee teachers to develop these skills.
Figure 1: Essential Factors to be Good Teachers (Based on Darling-Hammond and
Internship programs are available year-round and can be part-time or full-time They include various types such as cooperative, independent, and college-sponsored internships, which can be either paid or unpaid The duration of these programs varies, typically lasting from a few weeks to several months, with some senior students participating in internships that extend over one or two semesters.
2.2.1 Cooperative Internship or Cooperative Education (Co-op)
Organization of The Study
This research is structured into five chapters, beginning with an introduction that highlights the benefits of internship programs for trainee teachers and includes insights from educators on their significance across various fields The second chapter provides a literature review, while the third chapter details the research methodology, outlining the data collection and analysis processes.
In Chapter Four, we present tables that illustrate the results of our investigation, followed by a discussion of these findings Chapter Five concludes the study and highlights key implications derived from the results.
Essential Factors to be Good Teachers
According to Darling-Hammond and Bransford (2005), an effective teaching model emphasizes the necessity for educators to possess a deep understanding of their students and their developmental needs within a social context, a comprehensive grasp of the subject matter and curriculum objectives, as well as expertise in teaching and learning methodologies.
Committed teachers, as noted by Cain (2001), are deeply invested in their students' well-being and success, providing unwavering support and preparation for their future These student-centered educators operate from passion rather than ego, understanding that true learning is a lifelong journey They cultivate a love for learning in their students by exemplifying engagement in their own educational pursuits Additionally, committed teachers contribute to their colleagues' growth by sharing insights into the rewards of learning, reinforcing their role as lifelong learners.
According to Glenn (2006), trainee teachers identified key behaviors of effective cooperating teachers, including strong classroom organization, positive rapport with students, subject matter expertise, established daily routines, and compassion He emphasized that cooperating teachers play a crucial role as mentors, guiding students in their professional development and helping them become effective practitioners Additionally, Glenn highlighted the importance for teachers to reflect on their progress, collaborate effectively with colleagues, and sustain their passion for teaching despite personal challenges.
13 work-related stresses (p 86) McNamara (1986) headed the list for qualities such as
According to research, the personal qualities of an excellent teacher, such as personality, intelligence, sympathy, and sense of humor, significantly impact their perceived competence These attributes not only influence assessments of a teacher's effectiveness but have also been systematically categorized to highlight their importance in the educational landscape.
According to Noyer (1938), effective teachers provide clear assignments and inspire students to complete tasks, emphasizing the importance of leadership qualities in achieving excellence in teaching.
296) His thought also includes that the teachers should have the ability to praise good work without flattery and at the same time criticize without creating antagonism (p
Effective teachers possess the ability to make their students feel comfortable and enhance their self-esteem (p 296) Peterson (1947) emphasizes that while psychology is a science, teaching is an art that requires creativity and originality to engage students (p 271-272) He asserts that teachers must actively stimulate students' thoughts, as they cannot rely on students to be interested in the subject matter on their own (p 272) The initial interaction between a teacher and students is critical; if a meaningful connection is not established, it may never develop (p 272) Consequently, internships are essential for trainee teachers to gain practical experience.
Figure 1: Essential Factors to be Good Teachers (Based on Darling-Hammond and
Types of Internship
Internship programs are available year-round and can be part-time or full-time, offering various formats such as cooperative, independent, and college-sponsored internships These opportunities can be paid or unpaid and typically last from a few weeks to several months, with some senior students participating in internships that span one or two semesters.
2.2.1 Cooperative Internship or Cooperative Education (Co-op)
A co-op internship is a collaborative partnership involving a student, an employer, and a college or university, allowing students to earn academic credits while gaining practical work experience This arrangement enables students to apply their academic knowledge in real-world settings, particularly in jobs related to their majors For example, an English Teaching Methodology major may work part-time at a local high school As highlighted by Briana (2015), employers increasingly seek graduates who possess relevant work experience acquired through cooperative internships, emphasizing that academic success alone is not sufficient for career readiness.
Social Context Knowledge about Subject Matter and Curriculum Goals
Knowledge about Teaching and Learning
2.2.2 Independent and College-sponsored Internships
Many senior students engage in internship programs organized by their college or university, while a smaller group seeks out their own suitable workplaces for internships According to Taft, this trend highlights the varying approaches students take in gaining practical experience.
In 2013, independent internships became available, but university-sponsored programs provide better preparation for interns This advantage stems from the theoretical knowledge and practical guidance students receive before entering the workplace Teachers equip students with essential skills, such as teaching methods, lesson planning, classroom management, and test creation, which significantly enhance their internship experience in high schools.
Sponsored interns benefit from the protection of their colleges or universities, ensuring they are not exploited by employers during their internships In contrast, independent interns must exert more effort to succeed However, with dedication and effective guidance from experienced staff, independent interns can achieve results comparable to those of their sponsored counterparts.
Many young people view internships as a crucial bridge between their education and future careers; however, approximately 50% of these internships are unpaid According to Cost, students participating in paid internships benefit from extensive training and acquire greater experience and knowledge in their chosen fields.
Internships are valuable for gaining essential experience and references for future job opportunities (Forbes, 2013) However, it is important to note that paid internships are predominantly available in business sectors rather than in teacher training programs.
Typical Teaching English Internship Tasks
Observation is a crucial component of effective teaching, as noted by Gerald (2015) In university settings, novice teachers often find that they cannot fully grasp essential teaching skills without practical experience Classroom observation allows them to witness real-life teaching scenarios, which significantly informs their own practices Through reflections on their peers' experiences, teachers gain insights that shape their preparation and instructional methods This process of observing others not only enhances their understanding but also prompts self-reflection, underscoring the importance of observation throughout a teacher's career.
Classroom observation, as noted by Santiago (2009), involves attending another teacher's class to learn and reflect on various elements, including routines, time management, participation, teaching strategies, and student engagement This practice not only provides teachers with guidance on challenging topics but also offers an opportunity to explore innovative teaching methods.
Observation throughout a teacher's career is crucial for professional development Demonstration lessons, where a master teacher showcases new strategies to local educators, have long been a key component of this process After the lesson, a question and answer session allows participating teachers to engage and learn from the experience.
17 master teachers or beginning teachers, have the ability to engage in discussion and learn from one another
There are benefits for the observer such as:
• Look out for new tactics, methods, concepts and tools
• Gain insight into one's own tactics and methods
• See student reactions from a different viewpoint
• Support to create a competent learning environment with the students' best interests in mind
Not only the trainee teachers get beneficial from observation, but their peers even the in-service teachers also find observation helpful such as:
• Chance of seeing class through the eyes of another
• A opportunity to reassess the classroom from a different viewpoint
• An opportunity to get feedback (suggestions, thoughts, resources)
• Creation of a technical learning environment with the students' best interests in mind
Teaching assistants are essential in supporting student learning, as teachers bear the responsibility of ensuring effective lesson comprehension This role encompasses diverse activities, and educators may find it challenging to manage numerous tasks simultaneously.
Teaching assistants play a crucial role in enhancing the educational experience by supporting teachers and ensuring that students fully benefit from the learning opportunities provided.
A positive and nurturing environment is essential for effective student learning To create and maintain such an atmosphere, teachers require support for their efforts both within the classroom and beyond.
Trainee teachers are permitted to correct tests, providing them with valuable experience in evaluating student performance and designing assessments effectively.
Micro-teaching, established in 1963 at Stanford University, is a vital element of global teacher education programs This innovative approach focuses on enhancing teaching skills through focused practice and feedback, contributing significantly to the professional development of educators worldwide.
Microteaching, as defined in 2015, is a training system designed to simplify the complexities of teaching methods According to research by Mahmud and Rawshon (cited in Sa'ad et al., 2015), microteaching serves as a valuable resource for teacher training, enabling educators to practice their teaching skills in controlled environments and simulate real classroom scenarios.
According to a study by Otsupius (as cited in Koross, 2016), micro-teaching is an effective teacher-training method designed to enhance teaching skills This approach focuses on specific teaching scenarios to simplify the complexities of teaching, such as class size, subject matter, and scheduling In micro-teaching practice, lessons are typically short, lasting between 5 to 20 minutes, and involve a limited number of students.
According to the report by Otsupius (as quoted in Koross, 2016) the goals of microteaching are:
• The teacher preparation system facilitates the acquisition and assimilation of new teaching skills under controlled conditions
• The teacher preparation curriculum is structured to learn a variety of teaching skills
• It helps teacher education systems build trust in teaching; grasp micro-teaching concepts and values
• The teacher preparation curriculum will evaluate the dynamic teaching process into critical micro-teaching skills and comprehend the micro-teaching process to improve teaching skills
The research by Subramanlam (as quoted in Sabon & Coklar, 2013 ) suggested that microteaching has the following significance:
• This introduces educators to the reality of teaching
• Introduces teachers to act as teachers in their jobs
• Helps teacher training to see how important planning, decision-making and instruction delivery are
• Helps teacher preparation develop and improve teaching skills
• This helps educators gain trust to teach
Co-teaching originated in special education, with pioneers Friend and Cook (1995) advocating for its use in inclusive classrooms to support students with special needs It is defined as the collaboration between general and special education teachers to share all teaching responsibilities for every student in the classroom (Gately & Gately).
In 2001, it was noted that special educators function as itinerant teachers, traveling between classrooms to deliver specialized instruction to students eligible for special education services This delivery model has been examined by researchers, highlighting its effectiveness in meeting the diverse needs of these students.
20 educators could effectively co-teach in four-to-six different classrooms on a regular basis (Cook, 2004)
Co-teaching in general education differs from traditional special education models by involving a diverse range of educators, not just general and special educators This collaborative approach can include trainee teachers, educational specialists, para-professionals, and classroom volunteers, all working together to enhance student learning in the classroom.
Co-teaching, initially aimed at supporting students with special needs in inclusive environments, has valuable applications in general classrooms and teacher training Central to co-teaching is the focus on effective instructional techniques that help all students achieve academic standards (Murawski & Dieker, 2004) This model emphasizes shared ownership of learning, necessitating strong communication and collaboration in planning, instruction, assessment, and management (Cook, 2004; Cook & Friend, 1995; Gately & Gately, 2001; Murawski & Dieker, 2004) Researchers highlight the importance of allocating time for joint planning and communication to enhance these essential processes.
Research indicates that co-teaching-based student teaching internships benefit students, mentors, and trainee teachers alike A five-year study by Saint Cloud State University compared English reading scores of students in traditional student teaching settings to those in co-taught classrooms The findings revealed that students in co-taught environments outperformed their peers in traditional settings, highlighting the effectiveness of the co-teaching model in enhancing academic achievement.
How Can Internships Be Beneficial?
The benefits of TEFL internship can be depicted as the following diagram:
Figure 2: The Benefits of TEFL Internship
2.4.1 Acquiring Practical Knowledge and Skills
Acquiring Practical Knowledge and Skills
According to Santiago (2009), a primary objective of modern higher education is to equip students with essential knowledge and practical skills relevant to their chosen fields Consequently, many universities have incorporated internships into the curricula for senior students, including those pursuing a Bachelor’s Degree in liberal arts For students majoring in English Teaching Methodology, participating in internship programs provides exposure to authentic school environments, where they engage with real students and their diverse language acquisition abilities This hands-on experience allows interns to address genuine challenges faced by language learners, enhancing their problem-solving skills (Calloway and Beckstead, 1995) Ultimately, such experiences prepare interns effectively for their future teaching roles (Levine, 2010).
According to Huang and Huang (2004), the successful internship stage provides students with worthwhile intensives to enhance the appreciation for the career
According to Beggs, Ross, and Goodwin (2008), internship courses provide undergraduate students with valuable opportunities to learn through real-world situations, enhancing their professional practices and relevant practical knowledge Fox (2001) emphasizes that internships serve as a vital link between academic theory and practical application Consequently, most universities in Vietnam that train teachers across various levels mandate that students participate in at least one internship program to gain essential practical work experience and effective teaching methodologies.
Furthermore, Beth (2010) demonstrates that apart from having a chance to work in a real environment and gain good experience necessary for their resume, interns also have the following advantages:
• The opportunity to "test drive" a career;
• Gaining a "real world" perspective on an occupation
Internship programs provide senior students with essential skills and knowledge that are often absent from traditional classroom education (Burnett, 2003) These programs not only enhance career direction and practical experience but also improve students' marketability (Swift and Russel, 1999; Hymon-Parker, 1998) Additionally, internships help develop interpersonal skills (Beard and Morton, 1999) and deepen the understanding of theoretical concepts learned in academic settings (Cook et al., 2004; Hymon-Parker).
Internship programs serve as a vital link between students' formal education and the real-world environment, as noted by Exforsys (2006) These programs equip students with essential practical skills that are crucial for their success after graduation.
Internships provide students with the chance to apply their academic knowledge in real-world settings while simultaneously developing crucial skills that enhance their job performance.
Engaging in internships equips students with valuable experience that enhances their skills and work ethics These opportunities foster essential qualities such as time management, discipline, and effective communication, ultimately preparing students for their future careers.
The teaching internship is a crucial element of teacher training programs, as emphasized by Clark and Cutler (1990), who assert that "the central point of teacher education is teaching practice." This hands-on experience allows trainee teachers to effectively implement the theories they have learned in real classroom settings, enabling them to explore and engage with the diverse topics covered during their training.
Teaching practice is a critical component of teacher education programs, mandated for all students, as it plays a vital role in their professional development The structure, duration, and frequency of this practice may vary across institutions (Richards & Crookes, 1988, p 867) To ensure that trainee teachers are adequately prepared, it is essential to invest time and resources into their physical and mental training The experiences gained during this practice are invaluable, significantly influencing the quality of their future teaching Consequently, most teacher education programs are designed to provide trainee teachers with extensive exposure to the realities of the teaching profession.
Becoming an expert in teaching requires commitment, determination, and significant time investment to develop essential skills and knowledge, particularly in applying theory to real-world scenarios Richards and Crookes (1988) emphasize the importance of practical experience in teaching, while Clark and Cutler (1990) highlight that teaching practice offers trainee teachers realistic insights into their future roles They categorize teaching practice into two key components: early field experiences that prepare trainees for the teaching profession and actual teaching experiences in real classroom settings, where they can apply their theoretical knowledge Both elements are crucial for effective teacher training and professional development.
The 27-degree pre-practice encompasses micro-teaching, serving as essential training for future trainee teachers before they embark on their Teaching Internship Program This structured approach enables instructors to gradually enhance their technical teaching skills, preparing them for real-world classroom experiences.
Kelley and Gaedeke (1990) identified six essential career preparation skills valued by both employers and students: oral communication, written communication, problem-solving, analytical skills, computer application, and leadership/teamwork skills Additionally, Karakaya (1996) demonstrated that these skills play a crucial role in the success of students in their future academic pursuits.
Gerald (2015) states how internships contribute to one‘s preparation for a career:
• Valuable learning can occur during the internship, especially if students are placed with a talented and caring mentor and given challenging tasks;
• Interns can make valuable professional contacts and connections;
• Internships may lead to employment opportunities;
• Internships help to build attractive resumes;
• An internship can serve as a screening device for employers;
• An internship gives a student an opportunity to audition a job or a field before taking a permanent position
The implementation of a teaching internship aims to achieve multiple objectives, including lowering high attrition rates among new educators It promotes a culture of reflection and self-improvement, fostering ethical standards while allowing candidates to demonstrate their commitment to student well-being Additionally, the internship creates opportunities for meaningful assessments of teaching practices.
An internship serves as a crucial initial step in transitioning from a novice to an expert, providing valuable opportunities for both observation and practice Interns can learn by watching experienced professionals and gain insights from their guidance Ultimately, this hands-on approach to internships has the potential to enhance the overall quality of teaching.
29 practice by acknowledging the complexity of teaching and encouraging the acquisition of a broad set of understandings and abilities
Carpenter and Blance (2007) emphasize that teaching practice fosters a collaborative partnership among universities, schools, and teacher trainees This three-way alliance is mutually beneficial, promoting shared governance and evaluation of the educational program.
Teacher trainees acquire practical experience in a school environment that fosters the development of essential personal and professional skills They gain insights into workplace culture and adapt to the dynamic nature of today's ever-evolving world.
Criteria of TEFL Internship
Adopted from the criteria of TEFL internship at HUFLIT, there are main points to consider when assessing trainee teachers’ performance:
• Recognize the importance of internship tasks such as: demonstrating microteaching and teachers class observation
To effectively teach a lesson, it is essential to master the content and accurately develop students' knowledge, skills, and attitudes in line with program requirements This involves establishing a clear focus for the lesson to ensure that educational objectives are met.
• Take advantage of this TEFL internship to improve teaching method, language skills, class management skills, and teaching career passion
• Rouse trainee teachers’ interest in internship tasks of demonstrating microteaching, teachers class observation, and other TEFL internship tasks.
Previous Studies
A 2015 study by Otara examined the experiences and perceptions of trainee teachers at the University of Rwanda's College of Education regarding a newly introduced internship program The research highlighted that trainee teachers view the internship as a valuable component for their career development.
In 2017, Amankwah, Agyen, and Sam conducted a study on trainee teachers' perceptions of on-campus teaching practice as part of their initial teacher preparation at the University of Education, Winneba Using simple random sampling, they selected 226 trainee teachers from the College of Technology Education, Kumasi, and collected data through questionnaires, which were analyzed with descriptive and inferential statistics The study found that on-campus teaching practice significantly enhances teaching knowledge, skills, experience, efficacy, and professional development for entrants However, challenges such as a lack of teaching aids, inadequate time, poor planning, insufficient administrative support, and inadequate orientation on the program's role were identified Despite these issues, trainee teachers rated the program positively The researchers recommended providing adequate time and resources, along with improved planning and orientation for the program.
In 2018, Kumar and Thapa examined the views of trainee teachers at Banaras Hindu University's Faculty of Education regarding their internship program The study revealed that trainee teachers find the internship beneficial for their professional development; however, they expressed concerns about receiving supervision too late and highlighted insufficient communication between supervisors and schools during the internship.
Conceptual Framework
Internship tasks play a crucial role in shaping EFL trainee teachers' perceptions of their TEFL internships, as they provide practical knowledge and career preparation skills (Santiago, 2009) Furthermore, the significance of these tasks and the preferences of EFL trainee teachers are key factors influencing their overall evaluation of the TEFL internship experience (Koross).
Regarding to the given literature above in the previous chapters, the conceptual framework of this paper is depicted as the following diagram
Figure 3: Conceptual Framework of Perceptions of TEFL Internship among Trainee
Acquiring Practical Knowledge and Skills
Preference of EFL Trainee Teachers
Summary
This article outlines key concepts in literature relevant to the study of TEFL internships, including their role, benefits, drawbacks, and potential challenges These insights will guide the researcher in developing a comprehensive research design and appropriate research instruments in the subsequent chapter.
This study aims to highlight the positive impacts of the internship program on interns' future teaching careers Based on questionnaire data, the researcher will explain the effectiveness of the internship stage and the benefits gained by HUFLIT students during their internships at Nguyen Du, Nguyen Thai Binh, and Gia Dinh High Schools in Ho Chi Minh City This chapter outlines the research methodology, detailing the participants, the research setting, and the instruments used for data collection Additionally, it describes the processes for data collection and analysis.
Research Design
A questionnaire was developed to explore the perceptions of HUFLIT trainee teachers regarding their TEFL internship experiences Utilizing quantitative research methods, the researcher employed the questionnaire as a data collection tool to gather insights and evaluations from senior English Language Teaching students who recently completed their internship program.
Research Site
The Foreign Languages University of Ho Chi Minh City (HUFLIT), established on October 26, 1994, offers undergraduate programs in English Language designed to equip students with essential knowledge and specialized skills for effective communication in both social and professional settings These programs enable students to achieve fluency in English and apply their language skills in various career fields of their choice.
39 choose one of career-oriented majors such as: Translation and Interpretation, Office business, Education, and Business English
Students engage in a comprehensive English language program that spans four years, focusing on general English, English for Academic Purposes, and specialized English This program allows for communication practice with native speakers and offers flexibility through elective modules, enabling students to choose majors within the Department of Foreign Languages or expand their skills in other career fields A strong foundation in English combined with specialized knowledge provides students with ample opportunities for practical experience at foreign language agencies, businesses, and training institutions while they are still in their training process.
Nguyen Du High School, founded on October 11, 1971, has significantly impacted education in Ho Chi Minh City by prioritizing the enhancement of teaching and learning quality Over the years, the institution has successfully prepared thousands of graduates for their careers and life achievements.
Established in 1996 as Thai Binh Private High School, Nguyen Thai Binh High School focuses on nurturing knowledgeable and self-aware students who value their families and cultural heritage The school promotes a responsible lifestyle, encouraging students to be accountable for themselves, their families, and to contribute positively to society.
Gia Dinh High School is a public high school in Ho Chi Minh City Founded in
1956, so far Gia Dinh High School is one of the oldest and most traditional schools in
Sample and Sampling Procedures
The research was conducted at HUFLIT In this study, the participants were fifty senior students from HUFLIT, who were trained in the internship program of the
40 academic year 2019-2020 at the three high schools in Ho Chi Minh City - Nguyen Du, Nguyen Thai Binh, Gia Dinh High Schools
Fifty TEFL trainee teachers from the Department of Foreign Languages at Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT) participated in the investigation These students, having completed essential courses such as “Teaching Practice” and “Teaching Methodology,” possess the necessary proficiency in English reading and teaching This expertise ensures they can accurately comprehend the questionnaire items, leading to reliable and valuable responses Their diverse knowledge and experiences significantly enhance the quality of this study.
Research Instruments
The researcher developed a questionnaire for participants at HUFLIT to explore trainee teachers' perceptions of TEFL internships, as outlined in Chapter 1 of the study This self-designed questionnaire comprised three questions with 18 scale items aimed at gathering quantitative data on participants' opinions To ensure accurate responses, the questionnaire included clear instructions for honest and careful completion Data was collected through close-ended items using an evaluation scale format To mitigate any potential confusion due to limited English proficiency, the questionnaire was translated into Vietnamese, with items rated on a four-point scale ranging from "very" to other selections.
41 important”, “important”, “fairly important”, and “not important” for the first question
The second question featured a scale with four options: "very beneficial," "beneficial," "fairly beneficial," and "not beneficial." The final question utilized a scale with four choices as well, including "like the most," "like," "not like very much," and "not like at all."
The TEFL internship program at HUFLIT aims to equip EFL trainee teachers with essential knowledge, English language skills, and TEFL career readiness to fulfill the demands of specialized fields requiring English proficiency This program prepares teachers to adapt to the evolving societal and economic landscape amid international integration Each year, the internship is conducted over five weeks at three high schools in Ho Chi Minh City, where trainee teachers receive internship referrals, reflection papers, and assessment forms for their supervisors Supervisors play a crucial role in supporting trainee teachers throughout their practical experience.
Upon completing their internship, trainee teachers submit a reflection paper addressing their experiences based on specific internship criteria (refer to appendix C) Subsequently, their performance is assessed by a supervisor using an evaluation form aligned with the internship criteria established by the Foreign Languages Faculty (see appendix D).
There were three questions in the questionnaire to investigate the EFL trainee teachers’ perceptions of TEFL internship according to HUFLIT’s criteria of internship assessment
EFL trainee teachers acknowledge the significance of internship tasks, particularly emphasizing the value of microteaching demonstrations and classroom observations These experiences are crucial for their professional development, allowing them to apply theoretical knowledge in practical settings and gain insights into effective teaching strategies.
EFL trainee teachers benefit significantly from internship tasks, as they enhance practical knowledge and skills essential for their careers These internships foster improvements in language proficiency, teaching methods, and classroom management, while also nurturing a passion for the teaching profession This study aims to explore how EFL trainee teachers leverage TEFL internships to refine their teaching approaches, elevate their language skills, and deepen their commitment to a teaching career.
The study aimed to explore the preferences of EFL trainee teachers regarding internship tasks, specifically focusing on whether the TEFL internship could enhance their interest in activities such as microteaching demonstrations, classroom observations, and other related tasks.
The questionnaire included an introductory section outlining the study's objectives and expressing gratitude to participants It emphasized the confidentiality of personal information and responses, ensuring participants' privacy.
The trainee teachers were encouraged to share their internship experiences in Vietnamese to facilitate understanding of complex ideas and unfamiliar vocabulary This approach ensured clarity and allowed the researcher to accurately capture their thoughts The translation of the questionnaire was evaluated and refined by the instructor to maintain consistency with the English version Consequently, the research effectively revealed the perceptions of TEFL internship among trainee teachers at HUFLIT, uncovering their insights, experiences, and beliefs, while yielding reliable responses.
Data Collection Procedures
The questionnaire was initially piloted with three EFL learners outside the main study to ensure clarity and avoid confusion regarding word meanings and structures Following this careful testing, no changes were made to the main questionnaire, which was then officially administered.
Following the internship, a survey was administered at HUFLIT during breaktime, allowing trainee students thirty minutes to complete and submit their questionnaires to the researcher The collected responses were then analyzed to assess the students' perceptions of the TEFL internship.
To ensure reliable responses, the researcher assured participants of confidentiality, emphasizing that honest answers would enhance the validity of the research and contribute to improving future internship programs The findings were organized in tables, with survey data represented in percentages A detailed discussion was provided in chapter four, while chapter five contained the conclusions and implications of the study.
Data Analysis Procedures
Using SPSS version 26.0.0.0, quantitative data from a survey was analyzed to assess trainee teachers' perceptions of their TEFL internship The researcher employed descriptive statistics to interpret the questionnaire responses, as suggested by Mackey and Gass (2005), which facilitates a comprehensive understanding of the collected data Additionally, Cronbach’s Alpha was calculated using SPSS to ensure the reliability of the questionnaire results.
A questionnaire was distributed to EFL trainee teachers who had recently completed their TEFL internship The participants filled out the questionnaire during their break time in class and returned it to the researcher after 30 minutes They were encouraged to ask any questions they had at any point during the process The collected data was subsequently analyzed.
44 using SPSS program to find Cronbach’s Alpha, as well as the frequency of factors of EFL trainee teachers’ perceptions
The data from them particularly devoted deeper analysis for this study, and also provided EFL trainee teachers’ perceptions of TEFL internship.
Reliability and Validity
Reliability refers to the stability and quality of test scores, which is crucial for maintaining validity in research (Chisnall, 1997) Given the potential for biased perspectives in reports, this paper emphasizes the importance of reliability The quantitative data analyzed, particularly through statistical results from questionnaires, plays a significant role in validating the findings.
This research paper analyzed questionnaire data using Cronbach’s Alpha to assess the reliability of the responses provided by learners The Cronbach’s Alpha coefficients ranged from 0.655 to 0.762, indicating acceptable usability (Hoang Trong & Chu Nguyen Mong Ngoc, 2008) The detailed results of the Cronbach’s Alpha analysis are presented in the table below.
Table 3.1: Cronbach’s Alpha Indexes of the Questionnaire Items
No Content Number of items α
3 Tasks Trainee Teachers Like the Most 7 671
The designed items stem from the unique construction of the conceptual framework and literature review utilized in the questionnaire, effectively representing the variables for calculation They are closely aligned with both the main sections of the conceptual framework and the associated sub-items Additionally, the questionnaire will be translated to ensure clarity and accessibility.
To ensure clarity and prevent misunderstandings due to limited English proficiency, the questionnaire was provided in the students' mother tongue, Vietnamese A pilot study was conducted prior to the main survey to mitigate risks that could compromise the testing process (Kim, 2010) This involved administering both English and Vietnamese versions of the questionnaire to three EFL students not participating in the main survey Feedback from these students was collected to refine and enhance the final version for better accuracy and comprehension The data from the pilot study was analyzed collaboratively by the researcher, three additional EFL students, and the research supervisor.
Ethical Issues
Ethics play a crucial role in both qualitative and quantitative research, as emphasized by Bryman & Bell (2007) The study prioritized honesty, integrity, and confidentiality, ensuring respect for the dignity of participants Approval was secured from the Dean of the Foreign Languages Faculty at HUFLIT to conduct the research, along with a data collection endorsement form The privacy of participants' personal information was strictly maintained, with no identifying details included in the questionnaires In accordance with the policies of Ho Chi Minh City University of Technology, the researcher stored the collected data securely.
Summary
This chapter outlines the analysis method, beginning with the research design that involved a questionnaire administered by the researcher It presents details about the research site, sample, and sampling method The chapter also identifies the testing instrument, which is the questionnaire, and discusses the data processing and interpretation methods used for evaluating the research data Finally, it demonstrates the reliability and validity of the analysis, setting the stage for the findings and their interpretation in the following chapter.