INTRODUCTION
Background to the study
More than thirty years ago, the lack of a theoretical framework was a concern of many researchers to support language teacher education programs (e.g., Richards
In the past, classroom-based studies primarily aimed to identify effective teaching methods, learning strategies, and teacher-student interactions that enhance language learning (Nunan, 1990; Crandall, 2000; Chaudron, 1988) During this period, teachers were viewed mainly as providers of language input, with their identity considered less significant (Firth & Wagner, 1997) Consequently, the focus of language teacher education shifted towards knowledge-based learning and teaching practices, rather than the development of the teacher education process itself.
Recent developments in language teacher education emphasize the significance of teachers' beliefs and identities in enhancing English language teaching, alongside the strategies they employ (Richards & Nunan, 1990; Freeman, 1991) Research indicates that teachers' attributes, such as their beliefs and attitudes, are interconnected and play a vital role in shaping their teaching methods (Bedir, 2019; Islahi & Nasrin, 2019) Consequently, effective teacher education goes beyond merely applying new methodologies; it requires educators to comprehend their relationship with the world and how this understanding evolves over time, influencing their future possibilities (Norton, 1997).
Therefore, the importance of teacher identity influences the change of teacher education In detail, while providing appropriate teaching methods, teacher education
The development of a professional teacher identity is crucial within schools and the broader social context, as it shapes how educators perceive themselves in relation to their roles According to Beijaard et al (2000), a teacher's professional identity significantly influences their performance and career progression This evolution highlights the dynamic interaction between teachers and students within the larger social ecosystem, where educators are increasingly seen as facilitators of learning rather than mere providers of knowledge and feedback.
As noted by (Kanno & Stuart, 2011), teachers negotiate to accept these roles, recognition has generated increasing interest in the development of the LTI
In Vietnam, the education of English as a Foreign Language (EFL) teachers has become a crucial focus for enhancing professional standards in recent years The Ministry of Education and Training (MOET) has issued various decrees and guidelines to establish teaching quality requirements, including a framework that outlines essential teaching competencies such as language teaching knowledge and practices (MOET, 2014) Despite the advantages in language teacher education, challenges remain in facilitating teachers' professional development and ensuring high-quality outcomes A significant issue is the inability of teacher education agents to operate asynchronously, which hampers the responsiveness to teachers' improvement needs (Dede et al., 2009).
Ho Chi Minh City University of Technology (HUTECH) offers a range of multidisciplinary training programs, including three specialized English Language programs: English for translation and interpretation, English for Business, and English Language Teaching (ELT) The ELT program comprises four compulsory subjects: English Teaching Methodology 1, English Teaching Methodology 2, Classroom Language and Management, and Teaching English to Young Learners, each worth 3 credits While the first two methodology courses emphasize teaching theories and techniques, the Classroom Language and Management course focuses primarily on practical application in the classroom.
Students can enhance their classroom management skills through practical instruction, particularly in the course focused on Teaching English to Young Learners This course equips students with effective teaching methods tailored for young learners, allowing for hands-on application HUTECH has established a comprehensive assessment framework for English-majored students to ensure positive outcomes However, there is a noticeable gap in research regarding the factors influencing the Language Teacher Identity (LTI) development of TESOL students at HUTECH.
Statement of problems
Teaching involves more than just methods and knowledge; it fundamentally revolves around the identity of the teacher In contemporary discussions, there is an emphasis on developing "professional" educators who are seen as "critical reflective practitioners" (Wallace 1991).
Teacher development is viewed as an essential aspect of the transformative self-remodeling process (Danielewicz, 2001) Nonetheless, teacher education encounters numerous challenges that hinder the enhancement of students' discipline and teaching practice skills.
The primary challenge lies in teachers' failure to recognize the significance of establishing a personal identity, which encompasses intrinsic values such as hobbies, a passion for teaching, self-awareness of pedagogy, and a commitment to social service (Kilinc et al., 2012) When students struggle to comprehend their relationship with the world and how it evolves over time and space, as noted by Norton (1997), they find it challenging to understand the teacher's role in their academic performance According to HUTECH, TESOL students often view teachers merely as knowledge providers, overlooking their additional roles as tutors and facilitators, which are crucial for influencing their learning environments.
The relationship between training programs and practical situations poses significant challenges for teacher candidates Research by Le Van Canh (2013) indicates that teacher candidates benefit greatly from hands-on experience with mentors during internships However, the limited duration of internships at most universities hinders the development of a professional teacher identity For instance, HUTECH’s TESOL training program allocates only 6 weeks for internships, despite offering 12 credits for theoretical knowledge and simulations This insufficient internship duration prevents students from cultivating their personal and professional identities, ultimately impacting their ability to meet the complex demands of school environments and perform effectively in real-world teaching scenarios.
The development of TESOL students into effective teachers is influenced by various factors that impact their identity formation within their learning environment A significant issue is their inability to recognize their own teacher identity and a lack of reflective practice regarding their teaching methods Consequently, it is essential to conduct a study to identify the factors affecting the English Language Teaching Identity (LTI) development of TESOL students at HUTECH.
Aims and objectives of the study
This study investigates the factors influencing the English Language Teacher Identity (LTI) development of TESOL students at Ho Chi Minh City University of Technology (HUTECH) The primary research objectives focus on identifying and analyzing these key factors.
To investigate TESOL students’ perception of English LTI
To find out factors that affect TESOL students’ English LTI development
Research questions
In order to achieve the aforementioned objectives, the thesis addresses the following questions:
1 What is TESOL students’ perception of English language teacher identity at Hochiminh City University of Technology?
2 What are the factors that affect TESOL students’ English language teacher identity development at Hochiminh City University of Technology?
Scope of the study
This study explores the factors influencing the English Language Teaching and Learning (LTI) development of TESOL students at Ho Chi Minh City University of Technology (HUTECH) It specifically examines the perceptions of TESOL students regarding English LTI and identifies key factors that impact their development in this area Notably, the research excludes topics related to English for translation and interpretation, as well as English for Business.
The study focused on 100 TESOL students at HUTECH, selected for their relevant knowledge to complete the questionnaire Other English major groups were excluded due to their lack of training as English language teachers To achieve comprehensive results, both quantitative data from the questionnaire and qualitative data from semi-structured interviews were collected.
Significance of the study
This study is important as it offers both theoretical and practical contributions to the field of teacher education It aims to enhance existing knowledge and analysis by focusing on various aspects of teacher development and identity formation Furthermore, the findings from this research will enrich the current understanding of how teachers develop their professional identities.
6 helps to design information for student teacher education programs concerning career improvement and identity discovery
Lecturers can identify factors that hinder the development of their teaching identity through questionnaire results and student interviews, enabling them to enhance their teaching practices Meanwhile, students who recognize the significance of a teacher's identity and the importance of cultivating their own will be better equipped to apply these insights in foreign language teaching.
Understanding the factors influencing the development of English language identity among TESOL students at HUTECH is crucial By addressing these issues and exploring students' perceptions of English Language Teaching Initiatives (LTI) at HUTECH, we can effectively identify comprehensive solutions to enhance their educational experience.
Definition of key terms
Many terms must be defined for the purposes of this research in order to offer a specific viewpoint on the topics covered
Student-teacher: The term refers to students who are learning the ELT
Teacher-trainer: The term refers to the teacher who guides TESOL students to complete the teaching practicum
Language teacher identity encompasses how language teachers perceive themselves and their roles within their profession, as well as how they are viewed by colleagues, students, and institutions (Barkhuizen, 2021) This study focuses on the self-perception of TESOL student teachers at HUTECH during their internship, alongside the perceptions held by those around them, including colleagues and students.
This research is divided into five chapters
Chapter 1 offers background to the study, statement of problem, aims and objectives of the study , research questions, scope of the study, significance of the study, definitions of the key terms and also organization of the thesis
Chapter 2 shows the literature review including the information related to language teacher identity, characteristics of teacher identity and factors influencing TESOL students’ English LTI development In term of language teacher identity, personal identity and professional identity are considered theoretically In term of factors influencing TESOL students’ English LTI development, student-teacher related factors, teacher-trainer related factors and learning context-related factorsare recommended Many research papers by international and Vietnamese scholars have been reviewed and briefly discussed in previous study Finally, in the literature review, a conceptual framework is provided
Chapter 3 is the methodology of the research paper Research design, research site, sample and sampling procedures, research instruments, data collection procedures, data analysis procedures, validity, reliability and ethical issues are presented in detail
Chapter 4 is a description of the study's findings based on data analysis from the questionnaire and semi-structured interview The data is also compared and contrasted with data from previous studies in the discussion
Chapter 5 summarizes the main findings of the thesis and gives pedagogical implications, limitations and recommendations for further research
LITERATURE REVIEW
Introduction
This chapter aims to explore previous research on the factors influencing TESOL students' Teacher Identity (LTI) development, presenting insights from various researchers It begins by defining LTI and analyzing its characteristics from multiple perspectives Subsequently, it addresses the factors affecting teacher identity development, focusing on issues related to students, teacher trainers, and the learning context Finally, the chapter reviews and lists significant prior studies pertinent to teacher identity development.
Language teacher identity
Identity encompasses how individuals perceive their connection to the world, shaped over time and space, and influences their future possibilities (Norton, 1997) The concept of Language Teacher Identity (LTI) has been explored in various studies (Ball & Goodson, 1985; Nias, 1989), highlighting how teachers perceive themselves in their roles Barkhuizen (2017) elaborates that LTIs are multifaceted, encompassing cognitive, social, emotional, ideological, and historical dimensions They can be contested or embraced by both the individual and others, and are characterized as personal, professional, dynamic, multiple, and hybrid (Barkhuizen, 2017) Ultimately, the journey of becoming a teacher involves navigating both tangible and intangible aspects of work and life, particularly within the realm of teacher education.
Research indicates that self-knowledge is crucial for teachers in understanding their professional roles (Kelchtermans & Vandenberghe, 1994), with personal life experiences significantly influencing their teaching practices (Ball & Goodson, 1985) Essentially, two key aspects are highlighted in the context of Learning and Teaching Identity (LTI): personal identity and professional identity.
Teachers develop unique teaching styles influenced by their personal identities, which are shaped by their life stories and experiences (Feiman-Nemser & Floden, 1986; Connelly & Clandinin, 1999) Personal narratives reveal the internal self, emphasizing the importance of self-knowledge and consistency over time (Kerby, 1991; Volkmann & Anderson, 1998) Erikson's research highlights that personal identity encompasses an individual's self-awareness and definition, which is crucial for understanding one's core self across different contexts (Erikson, 1968; Schwartz et al., 2009) This identity is closely linked to interpersonal relationships and personal attributes, reflecting individual personality and autonomy (Hogg, 2011; Britzman).
The development of teacher identity is closely linked to self-concept within the school environment, as school experiences play a crucial role in shaping this identity (Beijaard, 1995) Numerous researchers, including Poulou (2007), Timostsuk & Ugaste (2010), and Van Veen & Sleepers (2006), emphasize that the teaching profession is profoundly emotional, influencing both personal and professional growth.
10 positive emotions, but also negative emotions When trying to understand teacher identity development, one should not leave these emotions alone
Teacher personal identity is shaped by their feelings, knowledge, and perceptions, distinguishing them from others This identity begins to form when individuals recognize their own existence and is further developed until they become educators, ultimately solidifying their awareness of their role in society.
The second aspect of teacher identity emphasizes the significance of teachers' professional roles A strong student teacher professional identity is essential within the teaching profession, as it enables educators to develop their own understanding of effective teaching practices and personal teaching philosophies.
Understanding and acting within their roles is crucial for student teachers as their professional identity is shaped by experiences rather than being fixed (Sachs, 2005) Both formal and informal learning methodologies contribute to the development of professional abilities, with teacher education courses offering essential theories and practices Practical teaching experience significantly influences how student teachers internalize their roles (Leijen et al., 2013) Olssen (2003) highlights that teachers' professional knowledge is integral to their identity development, encompassing not only teaching skills but also the interplay between theory and practice Teachers must navigate diverse disciplinary knowledge to make informed teaching decisions, a challenging endeavor given the varying values across scientific fields Research underscores the necessity of accumulating knowledge in this process (Anspal et al.).
2012) and improving teaching theories (i.e Lofstrom et al., 2010b) is an important
The development of a teacher's professional identity is influenced by various attributes that connect their self-perception with reality According to Beijaard, Verloop, and Vermunt (2000), teachers' attitudes towards their professional identity significantly impact their performance and career growth Teacher professional identity encompasses the beliefs, values, and commitments that define an individual as a teacher, distinguishing them from other professions and categorizing them into specific roles, such as an urban teacher or an English teacher.
Briefly, LTI is associated with the concepts of "Who the teachers are?" and
The concept of identity in teaching encompasses both internal (personal) and external (social) dimensions, reflecting how individuals perceive themselves within their social environment Rather than being a fixed trait, a teacher's identity is a dynamic process that evolves through personal experiences, self-awareness, and ongoing professional development (Tsui, 2003) This transformation is influenced by various internal and external factors, including personal beliefs and the surrounding social context.
Recent scholarly efforts have focused on the evolving nature of teacher identity, highlighting its organic connections to others and its multifaceted composition Although these postmodern interpretations present significantly different views of identity, they have not been extensively explored This study identifies key characteristics of teacher identity, drawing on the research of Akkerman and Meijer (2011), which are summarized in Figure 2.2.
Figure 2.2: Characteristics of teacher identity (Akkerman and Meijer, 2011)
To understand the complexity of professional identity in teaching, Beijaard et al (2000) define it as the awareness teachers have of their roles as subject matter, pedagogical, and didactical experts Subject matter experts possess a deep understanding of their subjects, enabling them to implement effective practices and identify student misunderstandings Pedagogical experts focus on the ethical and moral dimensions of teaching, addressing social and emotional challenges that are increasingly important in education (Fenstermacher, 1994) Didactical experts emphasize proficiency in various teaching methods, highlighting the significance of transitioning from a teacher-centered to a student-centered approach in the development of teacher identity.
Characteristics of teacher identity multiplicity continuity social nature
The transition from being a knowledge supplier to a learning facilitator can greatly influence teachers' career perceptions Varghese (2005) emphasizes that identity encompasses an individual's knowledge, beliefs, feelings, and values.
Identity is a dynamic and ever-evolving aspect of an individual, as highlighted by Kerby (1991) who emphasizes that identity formation is a continuous process Danielsson and Warwick (2015) encapsulate this notion by stating that "identity is a constant becoming" (p.73) This ongoing transformation is influenced by educators' reflections on their own identities, prompting continual changes (Akkerman & Meijer, 2011) Research consistently supports the concept that identity is not a fixed trait; rather, it is perpetually shaped and reshaped through new experiences and insights (Luehmann, 2007; Akkerman & Meijer, 2011; Johnston, 2012).
The social nature of identity emphasizes the significant role of interpersonal experiences and discussions in shaping one's identity Researchers, including Rodgers and Scott (2008) and Cohen (2010), view identity as a social construct developed through negotiations with others, particularly colleagues, to form an individual's self-concept (Danielsson & Warwick, 2015) Luehmann (2007) supports this perspective, stating that "identity is socially constituted," meaning that one's recognition as a particular type of person arises from interactions with others (p.827).
Teachers possess diverse identities that are constantly evolving, undergoing processes of construction, reconstruction, renovation, and erosion This article explores three key characteristics of teacher identity, highlighting the intricate nature of the concepts associated with it.
Factors influencing TESOL students’ English LTI development
Regarding to the learners, many aspects have been discussed such as student teachers’ cognition, motivation and language skills (Pennington & Richards, 2016)
Teacher candidates' cognition encompasses their beliefs, knowledge, attitudes, and perspectives regarding teaching and learning (Borg, 2003) This cognition is influenced by a complex interplay of factors, impacting various aspects of teaching practice, including interactions with students and peers (Barnard & Burns, 2012) Recognizing teaching as a multifaceted, cognition-driven task, it is shaped by classroom dynamics, teacher priorities, and the unique circumstances student teachers face (Burns & Richards, 2009) Borg (2009) emphasizes the importance of understanding the mental dimensions of teaching, focusing on how student teachers approach their roles, solve problems, and adapt to challenging situations As they transition into foreign language educators, their cognitive frameworks play a crucial role in shaping their teaching practices.
Research on teacher cognition reveals a gap in understanding how identity influences thoughts, knowledge, beliefs, and behaviors in the classroom, as noted by Borg (2003) This highlights the importance of exploring the connection between teachers' actions and their identity development both inside and outside the classroom.
According to Miller (2009), the beliefs, thoughts, knowledge, and activities of student teachers are essential components in constructing their teaching identity, which is vital for developing their Language Teacher Identity (LTI) As student teachers shape their teaching identities, their cognition—comprising beliefs, knowledge, assumptions, and attitudes—plays a crucial role, closely linked to their self-image and aspirations as future language teachers Engaging in practice and collaboration with mentors and peers influences their thoughts and feelings, thereby impacting their learning experiences This process reflects the negotiation of their emerging identities and shapes their teaching convictions and goals In summary, the cognition of student teachers is intricately tied to their identity development as educators (Borg, 2009).
Motivation, as defined by Ford (1992), serves as a guiding factor that drives individuals to achieve specific goals, with Schunk and Zimmerman (2007) highlighting its role in effort and stimulation The aspiration to become a teacher is closely linked to professionalism and commitment, as noted by Roness and Smith (2010) and Fokkens Bruinsma and Canrinus (2012a) Numerous researchers worldwide, including Malmberg (2006), Eren and Tezel (2010), and Smith and Pantana (2010), have focused on the motivations of student teachers, identifying key factors such as job satisfaction and professional fulfillment.
16 reasons, such as passion for a particular topic; and altruism factors, such as moral obligation for children (Bastick, 2000; Roness & Smith, 2010)
Motivation in teaching can be categorized into three main types: personal motivations (internal), which emphasize teaching as a rewarding career; external motivations, which highlight the benefits and incentives of the profession; and altruistic motivations, viewing teaching as a socially valuable vocation (Bastick, 2000) Research consistently shows that intrinsic motivation and altruism are crucial for student teachers Freeman (1993) notes that the desire to work with children and altruistic motives are key factors influencing the decision to pursue a career in teaching.
Motivation among student teachers varies significantly across different countries, impacting their professional development According to Papanastasiou and Papanastasiou (1997), long vacations and job satisfaction play crucial roles in shaping student teachers' identities Conversely, Jansen and Bruinsma (2005) highlight that the primary motivation for student teachers is their desire to work with children, followed by a passion for teaching their subjects Ultimately, these diverse motivations are key factors in the development of student teachers' professional identities.
The professional knowledge of student teachers is crucial for their development as educators, influencing their professional quality, abilities, and identity (Galkienė, 2016) This knowledge has been a focal point of discussion for years, examined from various perspectives Shulman (1986) identified seven types of professional knowledge that enhance both student learning and teaching effectiveness, including content knowledge, general teaching knowledge, and curriculum knowledge.
17 content knowledge, student knowledge, educational background knowledge and knowledge to understand the purpose, purpose and value of education
Turner-Bisset (1999) identifies twelve essential factors in the teacher professional knowledge model, which include basic subject knowledge, grammar knowledge, beliefs about the subject, curriculum knowledge, general teaching knowledge, knowledge of teaching models, learners' cognitive knowledge, learners' experiential knowledge, self-knowledge, understanding of educational backgrounds, final educational knowledge, and a content knowledge teaching formula.
Liakopoulou (2011) identifies seven essential indicators of teacher professional knowledge: subject knowledge, learner's knowledge, teaching methods, curriculum knowledge, general teaching knowledge, situational knowledge, and personal knowledge She emphasizes that teachers must possess a deep understanding of the curriculum, textbooks, and educational regulations General teaching knowledge encompasses classroom organization, engaging students, and applying learning and teaching theories effectively Additionally, student teachers must recognize that there is no one-size-fits-all approach to teaching; they need to assess their unique teaching situations and adapt accordingly Finally, self-knowledge is crucial for teachers, as it involves their perceptions of their roles, responsibilities, educational qualifications, and rights to professional development (Liakopoulou, 2011).
Skills significantly enhance the identity of student teachers, as they represent the ability to effectively coordinate actions towards achieving educational goals These teaching skills encompass a range of actions and behaviors that actively promote student learning A student teacher's identity is partly shaped by the distinctiveness of their skills, highlighting the importance of developing these capabilities in the teaching profession.
Student teachers must demonstrate professional skills that align with appropriate teaching and behavioral methods, which are integral to their identities These skills encompass teaching planning, implementation, and assessment, as highlighted by Lawal (2011) Advocates of experiential learning theory assert that knowledge is derived from experience, emphasizing the importance of student teachers utilizing these essential skills to foster active student participation in the learning process.
Extrinsic factors significantly impact student teachers' perspectives and their development of English Language Teaching Identity (LTI) The formation of student teachers' identities is influenced by key figures, including teacher trainers and colleagues Notably, teacher trainers play a crucial role in supporting student teachers within their practice contexts, making them one of the most influential elements in shaping student teachers' identities (Beck & Kosnik, 2000).
Mentoring in professional internships involves experienced teacher trainers guiding student teachers in their personal and professional development by providing knowledge, feedback, and encouragement (Karel & Stead, 2011; Moss, Gibson, and Dollarhide, 2014) The role models provided by these trainers are crucial for developing professional identity and exploring innovative teaching methodologies (Hendelman & Byszewski, 2014) This support not only alleviates stress and builds capacity (Mazerolle Eason et al., 2015) but also helps student teachers apply theoretical concepts in practical settings (Petrilla et al., 2015), leading to improved professional performance (Sweitzer, 2008) Additionally, Mann and Tang (2012) emphasize the significance of positive guidance in shaping teacher identity.
Teacher trainers play a crucial role in supporting various aspects of teaching, including course interpretation and providing constructive feedback Research by Mann and Tang (2012) highlights that the growth of student teachers is significantly influenced by their age and the experience they share with mentors Younger trainers are often more approachable and offer valuable spiritual and practical support, fostering a collaborative and supportive relationship This dynamic suggests that novice teachers not only need pedagogical assistance but also emotional encouragement By enabling tutors to motivate teachers before offering feedback, trainers can enhance their interest and motivation to persist in their teaching careers.
Research highlights the significant impact of mentorship on the identity development of new teachers Bieler & Fink (2013) illustrate that holistic mentoring enables pre-service teachers to explore their abilities and refine their teaching methods while helping them express their identities Beijaard et al (2004) emphasize that teacher trainers alleviate stress for student teachers, while Liu & Fisher (2006) found that student teachers in the UK enhanced their teaching practices throughout the year Johnson (2003) supports this by stating that the mentor-student teacher relationship plays a crucial role in shaping student teachers' identities Mentors foster identity growth by providing understanding, empowerment, and awareness (Ticknor, 2014), making student teachers feel more like "real teachers" through the knowledge and encouragement they receive This mentoring relationship promotes self-reflection, personal development, and openness to feedback, necessitating a foundation of mutual trust (Petrilla et al., 2015) Effective guidance also requires teacher trainers to possess strong professional expertise and interpersonal communication skills.
(Clarke et al., 2013) These studies show that the positive relationship between teacher trainers and student teachers has an impact on developing teachers’ identity
Previous research
In 2006, Flores and Day researched the way in which the identity of the newly teacher group is shaped and reshaped in the early years of teaching They interviewed
A survey conducted with 14 participants over an hour and a half revealed that early-career teachers have clear professional identities but express dissatisfaction with their negative school environments and cultural backgrounds The findings indicate that the perception of school culture and management significantly influences new teachers' understanding of teaching, impacting their professional learning and development, as well as the reconstruction of their professional identities.
Timoštšuk and Ugaste (2010) emphasized the importance of nurturing the social aspects of student teacher learning to foster their professional identity during initial training Through semi-structured and focus group interviews with 45 student teachers, the study aimed to understand how these individuals perceive and articulate their professional identities Findings revealed that student teachers believe their professional development is significantly shaped by their interactions and collaborations with peers and teacher trainers Additionally, the study highlighted that the identity of student teachers is closely tied to their experiences, emotions, and personal social contexts.
Understanding the factors that shape student teachers' identities involves their interactions with colleagues Fraser (2011) conducted a study examining how various professional influences affect teachers' identity negotiation Through interviews with 14 participants, the research revealed that identity is shaped by multiple elements, including interpersonal relationships, apprenticeship experiences, access to resources, independence, and enthusiasm Notably, the study highlighted the critical role of novice teachers in this process.
26 relationships and interactions with others as reflective tools to help them develop professionally
A study by Cakmak (2013) examined the perspectives of novice teachers in Turkey, gathering data through interviews with 15 participants in Ankara The research highlighted key areas such as teachers' views on the profession, challenges faced in the classroom, factors contributing to teaching improvement, and the effectiveness of their courses Participants identified student achievements and supportive colleagues as significant motivators that enhance their job satisfaction Conversely, issues like overcrowded classrooms and low-performing students were found to diminish their motivation.
Similarly, understanding the effect of learning context-related factorson identity improvement, Morrison (2013) analyzed the professional identity of student teachers
Through interviews, observations, and field notes, data was collected from 14 student teachers, revealing that their professional identity is significantly influenced by unexpected and challenging experiences The findings indicate that the professional environment plays a crucial role in shaping three distinct trajectories of teacher identity: emergent, tenuous, and distressed Additionally, the student teachers' engagement in the professional community affects their self-perception and influences their beliefs and future actions.
In the context of Viet Nam, according to the research paper of Nguyen Van Luot
In 2012, a study involving 386 lecturers from four universities in Hanoi identified key factors influencing teaching motivation among educators Utilizing questionnaires and in-depth interviews as primary research methods, the findings highlighted two significant elements related to the work environment that impact lecturers' motivation to teach.
27 environment" and "student" influence the teaching motivations of university lecturers more strongly and clearly than the other factors (facilities, salaries, policies, etc."
In 2017, Nguyen Thi Phuong Thao and Vo Van Viet conducted a study on factors influencing teachers' teaching effectiveness, involving 176 lecturers from the University of Information Technology VNU-HCM To meet their research objectives, they designed a questionnaire for data collection The findings revealed that the four key components significantly affecting teachers' performance are student responses and outcomes, colleagues, facilities, and compensation, with student responses and outcomes being the most influential factor.
A study by Tran Ngoc Hai et al (2020) explored the factors influencing teacher development in four schools in Hong Lam province, Vietnam, involving 177 teachers and 4 principals Utilizing semi-structured interviews, open-ended questionnaires, and direct observation for data collection, the research identified key school-related factors, including coaching, feedback, and mentoring, that significantly impact teachers' career development both within and beyond the Vietnamese educational context.
In his 2020 study, Nguyen Phuc Thinh examined the factors influencing teachers' motivation at the International University - VNU-HCM, surveying 174 lecturers through direct questionnaires and Google Forms The findings revealed six key factors that significantly impact lecturers' motivation, with salary, bonuses, and welfare being the most influential, followed by student interaction, passion for teaching, job characteristics, and opportunities for training.
28 promotion opportunities; relationship with colleagues; social contribution and recognition
Tran Quoc Thao and Huynh Thi An (2020) conducted a study at HUTECH titled “Factors affecting EFL student-teachers’ development of English teaching competence during teaching practicum,” which aimed to identify the key factors influencing the development of teaching competence among student teachers prior to their actual teaching roles The research involved 102 English-majored student teachers and utilized a questionnaire and semi-structured interviews to assess the impact of various factors on their development The findings revealed that the development of teaching competence in teacher trainees is primarily influenced by their own efforts and the guidance of their supervisors Additionally, factors related to the teaching practicum environment, including school culture, the students they intern with, and their colleagues, also play a significant role in shaping the student teachers' development.
Conceptual framework
Within the scope of the study, LTI has some features as follows: the personal identity and the professional identity because it is appropriate for the research paper
The identity of language teachers is shaped by both their personal perceptions and societal influences, reflecting a duality between personal and professional identities This study highlights the interconnectedness of these identities and explores the factors influencing their development, as outlined in Barkhuizen's (2017) framework Key components include personal and professional identities, which are assessed through TESOL teachers’ perceptions of how TESOL students can cultivate these identities, utilizing a Likert scale for measurement.
This research identifies three key factors influencing student teachers' identity development: student-related factors, teacher-trainer related factors, and learning context-related factors (Merc, 2010) Student-related factors encompass cognition, motivation, and language skills Teacher-trainer related factors include both positive and negative influences from the trainer Lastly, learning context-related factors involve teaching practicums, learning materials, facilities, and peer interactions.
Summary
This chapter has provided the relevant literature on the present investigation
Different student teacher identity development has been discussed The chapter has also included various definitions of identity as well as the factors affecting student
Personal identity (what each teacher feels, knows, and perceives as who they are)
Professional identitty (the beliefs, values, and commitments)
Teacher-tranier Affecting factors (Merc, 2010)
This chapter explores the various factors influencing student teachers' identity development, including cognitive, motivational, and language skills It highlights the significant impact of teacher trainers, both positive and negative, on this developmental process Additionally, it examines the role of the learning environment, emphasizing the importance of teaching practicums, available materials, facilities, and peer interactions The chapter also incorporates findings from related studies on teacher identity development at both national and international levels.
METHODOLOGY
Introduction
This chapter outlines the research methodology employed to address the previously stated research questions It begins with an overview of the research design and the specific site of the study, followed by a description of the research participants and the instruments used for data collection Additionally, it details the procedures for data collection and analysis, while also addressing the validity and reliability of the findings, as well as the ethical considerations involved in the research process.
This research aimed to investigate the factors influencing the English Language Teaching and Learning Improvement (LTI) development of TESOL students at Ho Chi Minh City University of Technology (HUTECH) The study focused on identifying key elements that impact students' language acquisition and teaching effectiveness.
1 What is TESOL students’ perception of English LTI at HUTECH?
2 What are the factors that affect TESOL students’ English LTI development at HUTECH?
Research design
To achieve comprehensive results, a mixed-methods approach combining quantitative and qualitative research was employed According to Creswell (2011), this method effectively collects and analyzes diverse data types in response to research questions The mixed-methods design offers significant advantages, as noted by Johnson et al (2007), who highlight its ability to integrate qualitative and quantitative elements for enhanced understanding and validation Consequently, the adoption of this mixed-methods design facilitated a robust analysis by leveraging both quantitative and qualitative methodologies.
In this study, a mixed methods approach was employed, beginning with the collection and evaluation of quantitative data through questionnaires This was followed by the gathering and analysis of qualitative data via semi-structured interviews The second stage not only confirmed and expanded upon the quantitative findings but also helped the researcher gain insights into the underlying issues related to the research problems While the quantitative data offered foundational knowledge, the qualitative data allowed for a deeper exploration of participants' perspectives as expressed in the interviews.
Research site
The study was conducted at Ho Chi Minh City University of Technology (HUTECH), established in 1995 and located at 475A Dien Bien Phu Street, Ward 25, Binh Thanh District.
The university is a prominent multi-disciplinary institution in Vietnam, offering a diverse training program through its Faculty of English Language, which includes three majors: English for Translation and Interpretation, English for Business, and a newly introduced English Language Teaching (ELT) major The ELT curriculum encompasses courses such as English Teaching Methodology 1 and 2, Classroom Language and Management, and Teaching English to Young Learners, each worth 3 credits The first two courses emphasize theories, methods, and practical techniques in English teaching, while Classroom Language and Management focuses on developing classroom management skills Additionally, the Teaching English to Young Learners course concentrates on effective teaching strategies for younger students Teacher trainers impart knowledge on various teaching methods, including the Direct Method and Communicative Language Teaching, while students engage in self-study, group presentations, and peer feedback to enhance their learning experience.
Effective classroom management is essential for teachers, particularly in Teaching English to young learners Teacher trainers play a crucial role in guiding TESOL students to apply theoretical concepts in practical settings During their teaching practicum, participants engage in hands-on experiences that prepare them for real classroom scenarios, enhancing their teaching skills and confidence.
Sample and sampling procedures
This study involved 100 TESOL student teachers from HUTECH, selected through convenience sampling, a method that targets easily accessible participants (Patton, 2002) By inviting any TESOL student at HUTECH who was readily available, the researcher ensured a sufficient sample size, exceeding the minimum recommended of 30 (Cohen, Manion, & Morrison, 2007) The participants were chosen due to their enrollment in ELT courses, providing them with relevant knowledge and experience to effectively respond to the questionnaire This approach guaranteed that each student had an equal opportunity for selection (Cohen, Manion, & Morrison, 2000).
Table 3.1 presents the participants' personal information, highlighting five key components: age, gender, teaching experience, number of teaching years, and type of teaching experience Detailed information regarding these aspects of the participants is provided.
The study categorized participants into two age groups: 20-22 years old, comprising 58% of the sample, and over 22 years old, making up 42% The younger group outnumbered the older group by 16%, indicating that more students were enrolled in the training program compared to those who were late.
In the study, female students comprised a significant majority at 68.0%, compared to only 32.0% of male students While gender did not notably influence the study's outcomes, the higher participation rate of female respondents was evident.
The study revealed that a significant majority of participants, 83%, possessed teaching experience, while only 17% lacked such experience Despite this, all participants, enrolled in the TESOL program at HUTECH, demonstrated sufficient knowledge to respond to the questionnaire, indicating that even those with limited teaching experience were capable of providing valuable insights.
The teaching experience among students was categorized into three groups: under 1 year, 1-2 years, and over 2 years Notably, over half of the students, specifically 51.0%, reported having less than 1 year of teaching experience.
1 -2 years of experience accounted for 31.0% and few students had more than 2 years of experience (16.0%) The data may show that students have not had much time to practice teaching
In the TESOL program, students gain practical teaching experience through teaching practicums, which are categorized into three roles: teaching assistants (TAs), part-time teachers, and full-time teachers The majority of students, making up 54.0%, serve as teaching assistants, while 33.0% work as part-time teachers, and only 13.0% hold full-time teaching positions Most surveyed students have not yet completed the TESOL program, resulting in a higher acceptance rate as TAs and part-time teachers due to insufficient qualifications for full-time roles.
The participants were all selected to complete the questionnaire on their own Before administering the questionnaire, the instructor took the time to explain to the pupils if required
With aspects of semi-structured interviews, the amount of students were set at
20 in the 4 classes They were interviewed individually to avoid having their views influenced by others.
Research instruments
In terms of research instruments, the questionnaire, and semi-structured interviews was used to collect data
The questionnaire design was partially adapted from the study by Tran, Quoc Thao & Huynh, Thi An (2020), as their research findings provided valuable insights that informed the adaptation process.
(2020), the development of their teaching competency is affected by 3 factors: trainees related factors, supervisor related factors and teaching environment related
Teacher competence plays a crucial role in shaping both personal and professional identity, highlighting the connection between teacher identity and effectiveness The original questionnaire has been translated into English, with additional sentences incorporated to enhance clarity in addressing the research objectives Out of 62 sentences, 30 were specifically designed to enrich the questionnaire, drawing from theories of teacher identity development The newly added sentences include Part 1 (student-teacher identity), G7.1, H8.2 to H8.5, I9.1 to I9.3, J10.1 to J10.3, and K11.1 to K11.4, while the remaining sentences are adapted from the research conducted by Tran, Quoc Thao & Huynh, Thi An (2020).
The questionnaire was divided into two sections: Part A focused on collecting personal information from participants, including age, gender, teaching experience, number of teaching years, and type of teaching experience Part B aimed to explore student teacher identity and the factors influencing TESOL students’ English Language Teaching Identity (LTI) development The survey utilized a Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree), allowing respondents to express their levels of agreement on various statements This format, as noted by Saul McLeod (2019), effectively captures the intensity of participants' opinions Most respondents were full-time students who taught at language centers in the evenings, making the questionnaire particularly relevant to their circumstances.
The construction of the questionnaire was meticulously planned to ensure its reliability Initially developed in English, the questionnaire underwent a review by an expert in English language studies before being distributed to the student participants Subsequently, it was translated to accommodate the research needs.
The research conducted in Vietnamese involved both the researcher and participants responding in the same language To ensure the reliability of the questionnaire, SPSS 20.0 was utilized, resulting in a Cronbach Alpha score of 91, indicating a high level of reliability.
A pilot survey was conducted to improve the language and clarity of the questionnaire It involved both a questionnaire and interviews to select participants from HUTECH's target population Based on student feedback regarding sentence duplication and length, the questionnaire was subsequently revised.
Table 3.2: Reliability of Sub-Variables
Sub-variables of the LTI N0
Factors affecting TESOL students’ english LTI development 97 42
This research utilized semi-structured interviews to develop detailed questions that address the key elements of the interview Cohen, Manion, and Morrison (2000) highlight that this method is advantageous for focusing on specific topics while efficiently gathering substantial data in a short timeframe.
A total of twenty students took part in semi-structured interviews conducted individually The interview questions were translated into Vietnamese, allowing students to respond in their native language Additionally, a pilot interview was carried out to ensure the questions effectively gathered the necessary information.
Data collection procedures
Data collection for the study was conducted at the end of May or early June during the 2020-2021 academic year A Google Form questionnaire was distributed to 125 students across four classes at HUTECH, resulting in 110 responses; however, only 100 of these were deemed valid The questionnaire targeted students enrolled in TESOL courses, and prior to the survey, participants received necessary explanations Each student dedicated at least 15 minutes to complete the questionnaire, which was adapted from previous research and piloted with the researcher and 10 participating students.
Semi-structured interviews were conducted with 20 students, divided into five groups of four, based on their willingness to participate Each interview lasted between 20 to 25 minutes, with the purpose clearly communicated beforehand The students' responses were recorded in Vietnamese for analysis To ensure the reliability of the questions, they were piloted by two experts and five students not involved in the study (Dürnyei, 2003).
Data analysis procedures
The questionnaire instruments, as well as SPSS, were used by the researcher According to Dửrnyei (2003), they “can handle quantitative and qualitative questionnaire data in an integrated manner” (p.118)
Quantitative data from questionnaires were analyzed using SPSS 20.0 for Windows, employing descriptive statistics to provide a clear summary of the data This approach enables researchers to gain a comprehensive understanding of the data set (Mackey & Gass, 2005).
Data analysis involved two types of data: quantitative and qualitative The quantitative data was analyzed using SPSS software, focusing on metrics such as mean, standard deviation, and frequency To assess the data, the researcher utilized a recognized method, specifically a Likert scale that ranged from “strongly disagree” to “strongly agree.”
“strongly agree.” The following is how the value of the mean scores was explained:
Semi-structured interview questions were employed to gather and assess qualitative data, which was translated into English exclusively for research purposes According to Bloor et al (2001), it is essential to transcribe all recorded communication, including contributions from all speakers, as well as any incomplete or disrupted speech Additionally, even the smallest extracts of speech must be included in the transcription The collected data were subsequently analyzed using a logical analysis approach.
The interview responses were analyzed through a structured content analysis method, consisting of three key steps: familiarization and organization, coding and recoding, and summarization and interpretation The participants in the group interviews were designated with codes ranging from S1 to S20.
Vailidity and Reliability
To ensure the reliability of the questionnaire, it was initially created in English and reviewed by an expert in English language studies before being administered to students The researcher then translated the questionnaire into Vietnamese, allowing participants to respond in their native language The reliability of the questionnaire was assessed using SPSS 20.0, yielding a Cronbach Alpha of 91, indicating a high level of reliability.
40 was relatively high In addition, there were 110 questionnaires returned from participants but only 100 questionnaires were valid
Qualitative data analysis for this study involved content analysis of interviews conducted with 20 TESOL students, coded from S1 to S20 To enhance the reliability and validity of the research, all instruments were pre-tested, and inter-rating was employed, with two additional researchers re-analyzing three randomly selected sections of qualitative data to achieve a convergent result of 95% Additionally, the interview questions were reviewed by an expert in English language to ensure accurate translation and comprehensive coverage of the content.
Ethical issues
This paper adheres to established regulations aimed at upholding academic ethics and integrity It addresses two key ethical issues: first, the research was conducted honestly regarding methods, data, and results, supported by an Endorsement Form from Ho Chi Minh City University of Technology (HUTECH), which was resolved before data collection began Second, participants engaged voluntarily, without coercion or promises of rewards, ensuring their protection against dishonesty and privacy violations.
Summary
Firstly, Chapter 3 presented about research design, research site Next, the methods of data collection and data analysis are presented through the sample and
41 sampling procedures, research instruments (questionnaire and semi-structured interview), data collection procedures and data analysis procedures The last part was the validity and reliability test of the study