HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- DAO HOAI THUONG INVESTIGATION OF VIETNAMESE STUDENT PERCEPTIONS TOWARDS LEARNING ENGLISH WITH EXPAT TEACHERS: A STUDY IN A HIGH SCHOOL M
INTRODUCTION
Background of the Study
In an era of globalization, English has emerged as the primary language of international trade and culture, spoken by over half of the world's population It is increasingly recognized as a universal language, with speakers of various native languages adopting it as a lingua franca in numerous regions (Fang, 2017; Seidlhofer, 2011) Furthermore, English has become the de facto language for the internationalization of higher education (House, 2018; Jenkins, 2014) Consequently, mastering English is essential for students and individuals seeking to navigate the complexities of international integration today.
In VietNam, The Foreign Language Project, also known as the National Foreign Language Project 2020 (NFLP 2020) and later extended to National Foreign Language Project 2025 (NFLP
The 2050 initiative, launched in 2008 by Vietnam’s Ministry of Education and Training (MOET), aims to enhance foreign language proficiency nationwide, with a strong emphasis on improving English skills among students, educators, and the general public The ultimate goal is to empower Vietnamese citizens to use English proficiently for academic, professional, and international communication purposes.
An "expat teacher," derived from the term "expatriate," refers to educators who reside and teach outside their home country, often in schools or universities This term can also apply to foreign teachers, encompassing both native English speakers from countries like the United States, the United Kingdom, and Australia, as well as non-native speakers from regions such as South Africa.
In the Philippines, Singapore, and other countries, expatriate teachers—often referred to as native English-speaking teachers—play a vital role in language education In Vietnam, these teachers are employed in various settings, including language schools, international schools, and universities, as well as offering private tutoring Their expertise in authentic language use and cultural insights is highly valued, as they help students improve pronunciation and expose them to diverse accents (Pihko, 1997) Learning English with an expatriate teacher enriches the educational experience, enhancing not only language skills but also cultural awareness of the English-speaking world (Ma, 2012).
In recent years, the Ministry of Education and Training (MOET) in Vietnam has intensified efforts to enhance English teaching in public schools, introducing "learning English with expat teachers" into the curriculum as per the 2018 guidelines Expat teachers (ETs) are often regarded as more proficient in both the English language and teaching methodologies (Phillipson, 1992) While scholars such as Chun (2014) and Jin (2005) recognize the advantages of ETs in English as a Foreign Language (EFL) instruction, they also highlight several challenges associated with their teaching practices.
According to Circular 32 from the Ministry of Education and Training regarding the 2018 high school education curriculum, the primary goal of English education is to enhance students' fluency and practical use of the language This initiative aims to stimulate effective learning and communication, addressing the needs of human resource development amid the country's industrialization, modernization, and global integration.
This study investigates the perceptions of high school students in Vietnam regarding learning English with expatriate teachers While research on university students' views of native versus non-native English instructors is abundant, there is a notable lack of studies focusing on high school students The findings aim to shed light on how these students feel about their English courses, which are scheduled twice a week with expat teachers.
Statement of the Problem
In recent years, public schools have adopted the strategy of "learning English with expat teachers" to enhance student engagement and interest in the language, in line with the objectives of the 2018 high school education program set by the Ministry of Education and Training This approach aims to improve students' language skills by providing them with the opportunity to learn from native English speakers.
The researcher, an English teacher at a high school, dedicates four to five periods each week to observe English classes alongside expat teachers, providing support to both students and educators in the teaching and learning process Through these observations, the researcher identified two key challenges faced by grades 10, 11, and 12 students in the public high school, which form the basis for this study.
Many students often lack enthusiasm for learning with foreign teachers, a sentiment that contrasts with the findings of Benke and Medgyes (2005) Their study indicated that native-speaker teachers are perceived as friendly, engaging, and effective at encouraging student participation, serving as excellent role models for language imitation.
At the end of semester 1, many students received low test scores across the four assessed skills: listening, speaking, reading, and writing Despite the advantages of learning speaking and reading from foreign teachers, students did not achieve the expected results Research by Ma (2012a) characterized the oral English of English teachers (ETs) as “real,” “pure,” and “traditional,” revealing that ETs’ pronunciation and speaking skills significantly motivated students to enhance their oral competence Additionally, over half of the students scored below 5 in writing and other skills, leading to anxiety among learners and parents, while also placing pressure on teachers.
Investigating student perceptions of learning English with expatriate teachers is essential for understanding their expectations and experiences This research provides valuable insights into how students view the effectiveness of instruction from expat educators, ultimately enhancing the learning process.
Aims of the Study
This research investigates high school students' perceptions and expectations regarding learning English with expatriate teachers The study aims to uncover how students view their experiences and the influence of expat educators on their language acquisition.
Research Questions
The paper is guided through research questions hereunder:
1 What are students’ perceptions towards learning English with expat teachers?
2 What are students’ expectations when studying with expat teachers?
Significance of the Study
Research indicates the positive impact of studying with expat teachers, yet there is limited information on Vietnamese high school students' perceptions of learning English with them This study aims to fill that gap, contributing valuable insights to the fields of language teaching and teacher training It also aims to inform TESOL training programs, trainers, school administrators, and curriculum designers about the challenges and benefits of teaching English with foreign educators By addressing these issues, the study seeks to develop strategies and actions that enhance the quality of instruction provided by expat teachers, ultimately improving language learning outcomes for students.
The content of the topic is presented through five chapters In which, chapter 1,
The article begins with an "Introduction" that provides essential background information, establishes the research context, and outlines the primary research question In Chapter 2, "Literature Review," existing research on the topic is summarized, analyzed, and synthesized Chapter 3, "Research Methodology," details the procedures, techniques, and methods employed in the study Following this, Chapter 4, "Findings," presents the research results, including data from questionnaires and interviews Finally, Chapter 5, "Discussion," interprets the significance of the findings discussed in the previous chapter.
LITERATURE REVIEW
Teacher Roles in EFL Language Teaching and Learning
Learning is a lasting transformation, as highlighted by Sequeira (2012), where teachers facilitate change in students by helping them develop new skills, shift their attitudes, and grasp the scientific principles that shape their learning experiences Essentially, learning involves the transfer of knowledge, while teaching refers to the process of imparting lessons in educational settings.
The teaching and learning process is characterized by a strong relationship between teachers and learners, where students actively engage with materials and take charge of their education Teachers assume various roles to enhance learning experiences and foster language development, significantly influencing students' academic achievements According to Juvonen (2006), the effectiveness of teacher instruction can impact a range of educational outcomes, including academic performance, motivation, and behavior Research indicates a clear link between quality teaching and student success, with teachers being the most influential factor within the school environment (Babu & Mendro, 2003; Sanders & Rivers, 1996) Consequently, teachers play a crucial role in facilitating student success in the educational system.
A student's proficiency in a language is determined by their ability to use and apply it effectively, rather than merely by the amount of knowledge they possess Passion for the language is essential for mastery Research by Leu and Ginsburg (2011) highlights that the quality of education is significantly influenced by teachers and their teaching methods (Craig et al., 1998; Darling-Hammond, 2000; Good et al., 2009; UNESCO, 2006) Studies have shown that learner characteristics, instructional methods, and motivation correlate with academic success (Lim & Morris, 2009) Therefore, teachers play a crucial role in engaging students and fostering their interest in learning.
Hattie (2012) identified six key elements that facilitate learning: students, schools, syllabuses, teachers, homes, and teaching strategies Oktay and Unutkan (2008) emphasized that teachers are the unsung heroes of education, playing a crucial role in student success Numerous studies, including those by Adegbola & Depar (2019), Hakim (2015), and Marinković et al (2012), underscore the teacher's significant influence on the learning process Clearly, teachers are pivotal in determining educational outcomes and significantly impact students' success, particularly in English language teaching (ELT).
The roles of teachers are essential in the learning process, as they adapt to various contexts, subject matters, and individual student needs Each teacher's contribution is vital, collectively fostering a rich and effective educational experience for students.
Educators assume various roles in the learning process, including resource, manager, controller, director, and facilitator (1994) As Brown emphasizes, effective interactive teaching involves adopting a non-directive approach, allowing students to transition from complete dependence to greater independence Harden & Crosby (2000) identify twelve roles for lecturers, categorized into six key functions: facilitator, role model, information provider, resource developer, planner, and assessor Clearly, teachers play diverse and essential roles in English language teaching.
The 12 roles of the teacher (Source Harden and Crosby, 2000, p 336)
A facilitator, as defined by Thomas (2010), is a neutral individual who guides group processes to help achieve specific objectives In the educational context, teachers serve as facilitators by fostering a student-centered learning environment that encourages active engagement, motivation, and ownership of the learning journey According to Schwarz (2005), facilitators enhance group effectiveness by aiding in the development of procedures and organizational systems, acting as process experts and advocates Consequently, teachers play a vital role in facilitating authentic learning experiences for their students, ensuring meaningful educational outcomes.
Teachers have a crucial responsibility to create a learning environment that promotes activities aimed at achieving desired learning outcomes As facilitators, they play a vital role in fostering a dynamic and engaging atmosphere where students take an active role in their own learning, leading to meaningful and authentic educational experiences.
Teachers play a crucial role as role models by exemplifying the values, attitudes, and behaviors they wish to instill in their students, influencing their character and aspirations beyond the classroom The concept that "teachers teach as they are taught" (Blume, 1971) highlights the importance of teachers' modeling in character education According to Raymond and Broderick (2006), key components of character education include self-control, honesty, and respect Students need role models, particularly teachers, to help them identify, desire, and demonstrate good character, as emphasized by Pearson et al (2000) Ultimately, a teacher's behavior as a role model significantly shapes students' character, making their influence vital; however, students' willingness to change also plays a critical role in this process.
The role of teachers as information providers is crucial to the educational process, significantly influencing individual and societal development As information providers, teachers are tasked with delivering accurate knowledge, facts, concepts, and skills essential for students' academic growth With the rise of digital literacies, teachers must adapt to various contexts of literacy and engage students who are eager to utilize technology Consequently, educators need to embrace their responsibilities in an ever-evolving educational landscape, where both resources and technology are continuously advancing, and students are accustomed to leveraging these tools inside and outside the classroom.
Resource developers play a crucial role in education by creating and utilizing various materials to enhance language learning According to Tomlinson (2012), materials can include coursebooks, videos, games, and mobile interactions, serving functions such as informing, instructing, and encouraging learners to explore and use the language Ideally, these materials should be designed for learning rather than merely teaching, encompassing all necessary functions to support student development As both a field of study and a practical endeavor, materials development involves the design, implementation, and evaluation of effective teaching resources (Tomlinson, 2001) By adapting and employing high-quality instructional materials, teachers can create engaging learning environments that cater to diverse student needs, promote success, and facilitate lifelong learning.
The role of a teacher as a planner and implementer of learning is crucial in the educational process (Jateng, 2015) This involves creating various play activities through yearly programs, semester plans, weekly plans, and daily plans A practical approach requires teachers to meticulously plan sessions to cover both academic content and interpersonal skills, utilizing diverse teaching strategies Experienced educators can adjust their timing based on their understanding, ensuring effective teaching-learning techniques through precise classroom management and the application of key procedures.
Teachers serve as assessors by making informed judgments about student learning and educational effectiveness through assessment data Their role is essential in evaluating student progress and achievement while also assessing the alignment of educational programs and resources with standards and student needs The assessment methods used significantly influence what is deemed important for student learning (Looney, 2014) There are two main types of assessment: formative, which emphasizes the learning process and improvement, and summative, which focuses on the final learning outcomes.
In classroom instruction, the role of teacher as an informative feedback-provider is also vital to support their achievements
To excel in their roles, teachers must possess a blend of knowledge, skills, attitudes, and strategies, along with the capacity to adapt to the evolving educational landscape Leveraging innovative approaches and technologies is crucial, as these elements are key indicators of teacher competence (Gian & Bao, 2021; Koenen et al., 2015; Sigfried).
Competence encompasses the knowledge, skills, attitudes, and dispositions relevant to the workplace, particularly in teaching (Gian & Bao, 2021; Koenen et al., 2015; Sigfried & Wuttke, 2016) Teacher competence specifically refers to the essential abilities required to effectively carry out teaching responsibilities, which are crucial for improving learning quality and ensuring the smooth functioning of educational systems Research indicates that effective teaching practices are vital for motivating students and enhancing their learning outcomes (Markley, 2004) Furthermore, teachers play a pivotal role in their students' academic success, with their competence significantly influencing student results (Cambell et al., 2004; Lasley II et al., 2006; Rockkoff, 2004) In a complex environment that demands numerous critical decisions daily, teachers must possess a diverse range of competencies to optimize student learning (Jackson, 1990).
Expat Teachers
Expat teachers (ETs), also known as foreign teachers, are educators who teach in schools or universities outside their home country, including both native and non-native English speakers They are commonly employed by foreign language schools and educational institutions, where they work with students from diverse cultural backgrounds, teaching subjects such as math, science, and English as a second language In Vietnam, expat teachers can be found in language schools, international schools, universities, or as private tutors Their expertise in authentic language use, cultural insights, and pronunciation support makes them highly valued in the educational landscape.
This research highlights the opportunity for students to learn English from expat teachers, allowing them to experience both the advantages and challenges of this unique educational approach.
2.2.1 Advantages of Learning English with an Expat Teacher
Learning English from native-speaking teachers offers numerous advantages According to Lee (2005), several distinctive characteristics define a native speaker, a view supported by other scholars such as Kubota (2004), Maum (2002), and Medgyes (1992) These characteristics include the early childhood acquisition of the language (Davies, 1991; McArthur, 1992; Phillipson, 1992) and the ongoing use of the language in daily life (Kubota, 2004; McArthur).
1992), the individual has intuitive knowledge of the language (Davies, 1991; Stern, 1983), the individual is able to produce fluent, spontaneous discourse (Davies, 1991; Maum, 2002; Medgyes,
Effective communicative competence involves the ability to engage in various social contexts and align with a specific language community This includes not having a foreign accent, which contributes to the perception of fluency and integration within that community.
The advantages of employing foreign teachers for English as a Foreign Language (EFL) instruction are well-documented in academic literature According to Davies (2004), the essential characteristics of "nativeness" include: (a) acquiring the language in childhood, (b) the ability to understand and use idiomatic expressions, (c) awareness of social and regional language variations, and (d) proficiency in producing and comprehending fluent, spontaneous conversation.
As a result of their unique role as linguistic models (Cook, 1999; Luk & Lin, 2007), ETs are seen as reference points due to their knowledge, competence, and fluency in English (Stern, 1983)
The key advantages that teachers bring to the EFL classroom can be categorized into three main areas: linguistic strengths, cultural insights, and pedagogical skills These educators may be native speakers from countries like the United States, the United Kingdom, or Australia, or non-native speakers from places such as South Africa, the Philippines, or Singapore In Vietnam, students often struggle to differentiate between native and non-native speakers, leading to the common practice of using terms like "native teachers" and "foreign or expat teachers" interchangeably in schools.
Expat teachers provide students with exposure to diverse English accents and dialects, enhancing their familiarity with various linguistic nuances Studies indicate that these foreign educators serve as effective role models in English learning, offering authentic language use that aids in understanding colloquialisms and cultural contexts often overlooked in traditional classrooms (Tang, 1997) Ma (2012a) highlights that the oral English of expat teachers is perceived as “real,” significantly motivating students to improve their speaking skills With native or near-native proficiency, expat teachers help learners refine their pronunciation and develop more authentic speech patterns Their expertise in idiomatic expressions and fluent phrasing is widely recognized (Wang & Fang, 2020), reinforcing the idea that the substantial linguistic competence of native English teachers (NESTs) plays a critical role in enhancing learners' speaking abilities (Medgyes, 1992).
Expat teachers bring a global perspective to language learning, significantly enhancing students' understanding of cultural diversity and cross-cultural communication Their experience in various countries equips them with valuable insights into English-speaking cultures, customs, and idiomatic expressions, which enrich the language learning process Cultural sensitivity is crucial for effective second language acquisition, especially in English as a Foreign Language (EFL) contexts, where understanding cultural nuances can improve reading skills and overall comprehension Research shows that expat teachers are adept at providing cultural knowledge and background necessary for grasping the English language fully By fostering intercultural exchange, expat teachers help students develop interpersonal communication skills and navigate appropriate language use in diverse contexts, promoting greater cultural awareness and sensitivity.
Studies indicate that students perceive classes taught by expatriate teachers (ETs) as friendly and engaging, fostering a lively atmosphere conducive to learning (Tang, 1997) A survey by Benke and Medgyes (2005) revealed that native speakers are viewed as sociable role models who encourage student participation Wang & Fang (2020) highlighted the appreciation for ETs who develop diverse supplementary materials and actively support students’ independent study Medgyes (1992) noted that the flexible teaching methods of foreign teachers significantly contribute to a positive classroom climate Furthermore, ETs’ passion for language teaching and cultural exchange enhances student engagement Research by Luk (2001) showed that students often feel motivated and inspired by native teachers Positive classroom organization and student behavior are crucial (Brown & Elias, 2012), with ETs fostering a supportive environment through smiles and genuine interest in students’ lives To cultivate a positive learning atmosphere, teachers should encourage idea exchange (Higgins, 2012) ETs, often graduates from advanced educational systems, employ contemporary teaching strategies that enhance learning experiences (Rao, 2010) A favorable school climate promotes mutual respect and collaboration, further enriching the educational environment (Anderson, 2003) Participants in Ma’s (2012b) study expressed enjoyment in learning from ETs, particularly through engaging activities like role plays and debates.
2.2.2 Drawbacks of Learning with an Expat Teacher
Native English speakers bring valuable linguistic skills and cultural insights to language instruction, but they may struggle with accents, cultural nuances, and a lack of teaching experience Current literature identifies three primary challenges faced by English teachers (ETs): a limited grasp of students' first languages (L1), mismatches between teaching and learning methodologies, and unfamiliarity with local educational and cultural practices.
In this context, English teachers (ETs) often face challenges due to their limited understanding of students' first languages (L1), which hinders their ability to address language interference and provide tailored explanations Each learner possesses unique strengths, weaknesses, and areas for improvement, making it essential for instruction to be customized Native English teachers unfamiliar with their students' L1 may resort to a one-size-fits-all approach, failing to meet the specific linguistic challenges and learning goals of individual students.
Native English teachers may face challenges in being understood by students familiar with different accents or dialects, which can lead to comprehension issues and hinder effective communication in the classroom Furthermore, expat teachers often lack firsthand experience of the language acquisition process, making it difficult for them to empathize with their students' struggles (Wang & Fang, 2020) This disconnect can exacerbate communication barriers, as highlighted in Llurda's (2006) work.
A 2005 study found that ESL teachers who share the same first language as their students are more effective at identifying lexical difficulties in reading texts compared to English-speaking teachers who do not know the students' native language.
Limited proficiency in learners' first language (L1) can hinder the delivery of contextualized grammar explanations Linguistics, the scientific study of language, encompasses grammar, which is crucial for understanding language structure and its various components, including syntax, morphology, semantics, pragmatics, and discourse analysis Mastering grammar is vital for comprehending the structure and function of language in communication Nassaji (2017) highlights that grammar acquisition involves learning and applying language rules in communicative contexts Despite being perceived as having strong oral skills and cultural knowledge, expatriate teachers (ETs) often struggle with syntax and conveying complex ideas (Lasagabaster & Sierra, 2005) Many students lack foundational language learning techniques and feel uncomfortable learning English with ETs, leading to hesitance in speaking due to fear of making mistakes (Ma, 2012).
Incompatibilities between teaching and learning methods/styles
Learning styles have gained popularity as effective methods of education, with research by Keefe (1987) indicating that individuals from specific cultural backgrounds often favor particular learning approaches For instance, Watkin & Biggs (1996) found that Asian students typically employ rote learning, a technique focused on memorization through repetition In contrast, the deep learning strategy, which emphasizes both memorization and comprehension, represents a different approach (Marton, 1996) These contrasting methods highlight the distinction between closure-oriented learning styles and open teaching styles.
Perceptions
According to Hallinan (2008), students' academic achievement is significantly influenced by their perceptions of their teachers' effectiveness Learners who view their teachers positively, recognizing their concern and respect, are more likely to achieve better academic outcomes This perception affects various elements of the learning experience, such as motivation, engagement, self-efficacy, emotional well-being, behavior, and the teacher-student relationship Consequently, it is crucial for educators to understand and address students' perceptions to foster a positive and effective learning environment that promotes student success and well-being.
Perception is a fundamental psychological concept that helps us understand the various phenomena in our environment and serves as the initial step in the learning process, allowing learners to acquire knowledge through experience and store it in their personal fact files According to Mulyana (2007), students' perceptions encompass their ideas, opinions, and attitudes towards people, objects, and situations Slameto (2010) describes perception as the process through which the brain receives signals or information, emphasizing its role in interpreting sensations from the five senses: sight, sound, smell, touch, and taste This cognitive concept is crucial as it enables us to recognize the diverse events occurring in our surroundings Drucker (1959) posits that perception holds greater importance than analysis, asserting that perception is inherently real Haman et al (2012) further explain that an individual's perception is shaped by their evaluation of real-world events.
Perception, the process of observing, classifying, and organizing ideas and information, begins with vision and culminates in both internal and external responses experienced through the senses This process leads individuals to express their ideas meaningfully, resulting in varied perceptions of the same event, which can be positive or negative According to Martens, Bastiaens, and Kirchner (2007), a lecturer's ability to influence student perceptions is limited, highlighting that these perceptions are the most vital resource in the teaching and learning process.
Mâţă, Cmeciu, & Ghiaţău (2013) divide perception into three aspects; cognitive (thoughts), affective (emotions), and behavioral (actions)
The cognitive aspect of perception involves the mental processes used to acquire, process, and interpret sensory information, playing a crucial role in how individuals understand and make sense of their experiences in the world (Mâţă, Cmeciu, & Ghiaţău, 2013) Allport (1995) highlighted that this cognitive dimension is essential for comprehending personality and behavior.
The affective aspect encompasses the values, beliefs, and attitudes that shape individuals' reactions to their perceptions, significantly influencing their feelings and responses to various stimuli (Mâţă, Cmeciu, & Ghiaţău, 2013) This highlights the vital role of emotions in interpreting and responding to the environment, as emphasized by Panksepp (1998), who noted that emotions are fundamental to our comprehension of the world around us.
Behavioral aspect This aspect focuses on the actions or strategies individuals use in response to their perceptions It also includes expertness or skill in applying these strategies (Mâţă, Cmeciu,
The behavioral aspect of perception encompasses the actions and responses that arise from cognitive and emotional processing, including both observable behaviors and the strategies individuals use in reaction to their perceptions Fisherbein and Ajzen (1975) highlighted the significance of this aspect by examining how attitudes shape behavior, asserting that perceived information plays a key role in guiding strategic actions and responses Understanding this facet of perception is essential for grasping how individuals engage with their surroundings.
2.3.2 The Importance of Student’s Perception
According to Black (1996), each student's perspective is a subjective mental process that shapes their individual reality, even when engaging with the same subject This perception significantly impacts how students learn from their experiences and retain information, ultimately influencing their knowledge storage Understanding these perceptions is crucial, as it offers valuable insights into the effectiveness of language instruction and the overall learning experience.
Students' academic performance is significantly influenced by their perceptions of teachers in the classroom Research by Gul, Ince, and Turan (2011) indicates that positive student assessments of the educational process can lead to higher academic success rates Montalvo, Mansfield, and Miller (2007) found a direct correlation between students' feelings towards their teachers and their motivation for academic achievement Fraser (1990) highlights the importance of understanding student perceptions of the classroom to identify educational opportunities available to them Furthermore, Fraser (1991) notes that a considerable portion of the variation in academic achievement can be attributed to students' evaluations of their learning environment Knight and Waxman (1991) support this perspective, suggesting that students' views and responses to classroom instruction and learning activities may have a greater impact on academic outcomes than the quality of teaching itself.
Research by Zimmerman et al (1995) indicates that students' motivation, effort, and performance are significantly shaped by their perceptions of teachers' support, interest, and respect These perceptions play a crucial role in influencing students' willingness to engage actively in classroom discussions and question-and-answer sessions (Cole, 1994).
Student perceptions of teaching quality significantly influence their academic motivation and engagement, yet this topic often goes overlooked Research indicates that educators tend to prioritize the learning process over understanding student perspectives or achievements Furthermore, positive perceptions of teacher competence, characterized by care, respect, and praise, are linked to higher student performance.
Students' perceptions of the educational process significantly influence their decisions within the school environment Their learning experiences are shaped by the teaching methods employed by their lecturers, which evoke specific opinions and emotions To enhance learning effectiveness, it's essential to consider each learner's unique perspective when developing their learning style, allowing them to choose methods that they believe will yield the best results As noted by Horwitz (1998), students' beliefs about language learning play a crucial role in shaping their expectations, commitment, and overall satisfaction with their language programs Therefore, it is vital to take students' opinions about their teachers into account, as these perceptions greatly impact knowledge acquisition and the overall learning process.
Previous Studies on Student Perceptions towards Learning with Expat Teachers
Several studies have looked at the perspective of various teacher types regarding the advantages and disadvantages of teaching English to students
A study by Ma (2012) on the perceived teaching behaviors of native and non-native English-speaking teachers in Hong Kong highlighted variations in instructional strategies, learning goals, and classroom environments Additionally, Xiaoru (2008) found that teachers should complement each other in English instruction, as both native and non-native educators possess distinct strengths and weaknesses Furthermore, research by Madrid and Canado (2004) indicated that students' preferences for native English teachers tend to increase with their academic level.
According to G Tang and Johnson (1993), students valued the friendly and hardworking attitude of their ETs as well as the lively and comfortable environment of the classroom (Poon &
A 2005 study by Lasagabaster and Sierra in the Basque Autonomous Community revealed that 76 students favored using educational technologies (ETs) for pronunciation, speaking, and listening, but not for grammar learning Similarly, Pacek's 2005 research involving 89 L2 students in the UK indicated that teachers' linguistic backgrounds were less significant than their preparation, professionalism, engagement, and qualifications While much of the existing research, including studies by Cheung (2002), Lasagabaster & Sierra (2005), and Mahboob (2004), has focused on university students, it is essential to also consider the perspectives of high school students, as highlighted by Alseweed's 2012 study at Qassim University.
A study involving 169 Saudi male university students, who were not majoring in English, explored their perspectives on learning English from both native and non-native speakers The findings indicated a preference for native English speakers, particularly at advanced levels; however, students also valued non-native instructors for their ability to create a serious learning environment and provide clear answers to questions Similarly, Tsou (2013) examined the opinions of 184 Taiwanese university students regarding native and non-native English-speaking lecturers, revealing that both groups possess distinct advantages and disadvantages in teaching English The study highlighted that while native speakers excelled in communication and proficiency, non-native speakers offered unique strengths in problem-solving and clarity.
A study conducted by Pham and Huynh (2018) surveyed twenty-six English master's students in Vietnam to explore their perceptions of learning pronunciation and speaking with foreign teachers The majority of participants expressed that their preference for American instructors stemmed from the opportunity to improve their English accuracy.
Walkinshaw and Duong (2012) conducted a study involving 50 third-year English major students from two Vietnamese universities to explore their preferences for learning English with native versus non-native English-speaking teachers The results revealed that students prioritized English proficiency over other attributes such as teaching experience, qualifications, friendliness, enthusiasm, and the ability to deliver engaging and informative lessons for both teacher groups In a follow-up study in 2014, Walkinshaw and Duong continued to investigate this topic further.
A study involving 50 Japanese and 50 Vietnamese university students explored their perceptions of learning English from both native and non-native English-speaking teachers Findings revealed that non-native teachers excelled in grammar explanations and classroom interaction, while native teachers were preferred for their pronunciation, language use, and cultural insights This research highlights the unique advantages and challenges presented by each group of educators in the context of English language instruction.
Research on student perceptions regarding the advantages and disadvantages of learning English with expat teachers, particularly in tertiary education, is limited, especially in the Vietnamese context This study aims to address this gap by exploring the perceptions of public high school students in Vietnam about learning English with expat teachers.
RESEARCH METHODOLOGY
Research Design
This study follows an exploratory research design using a survey as the method of data collection Quantitative data was collected from a questionnaire to answer Research Question 1:
The study explores students' perceptions and expectations regarding learning English with expat teachers by utilizing both qualitative and quantitative methods Through interviews, qualitative data complements the quantitative findings, offering a comprehensive understanding of student attitudes This mixed-methods approach enriches the research by integrating diverse data sources, ultimately providing deeper insights into the phenomenon of English language learning with expatriate educators (Richards and Schmidt, 2002).
This study utilized a multiple-choice questionnaire, adapted to a Likert scale from 1 to 4, to assess student perceptions of learning English with expatriate teachers The quantitative data was analyzed based on three perception aspects identified by Mâţă, Cmeciu, & Ghiaţău (2013) Additionally, semi-structured interviews were conducted to gather qualitative insights into students' expectations regarding their English learning experience with expat teachers.
The research was conducted at a public high school with 20 classes of grade 10, 18 classes of grade 11, and 15 classes of grade 12 In line with the 2018 high school education program aimed at enhancing English teaching and learning, each class receives two periods of English instruction per week from an expatriate teacher These teachers focus on delivering the IELTS program, emphasizing the development of the four key skills: listening, speaking, reading, and writing.
The school offers a total of 53 classes, comprising 20 classes for grade 10, 18 for grade 11, and 15 for grade 12 Each grade is organized into two distinct groups: natural science and social science Additionally, all groups benefit from two weekly English lessons taught by expatriate teachers.
The study employed a multistage sampling approach, beginning with purposive sampling in phase 1, which focused on all grade 12 students who had three years of English instruction with expatriate teachers, resulting in a sample size of 533 students from 14 classes In phase 2, the researcher utilized one-stage cluster sampling, randomly selecting two groups from social science classes and two groups from natural science classes for interviews, with three students from each group participating.
In this study, purposive sampling was utilized for qualitative data to gain in-depth insights from specific expert cases, as highlighted by Patton (2015), who emphasized its effectiveness in exploring unique phenomena For quantitative data, cluster sampling was implemented, which involves obtaining a representative sample from divided population groups This method, noted by Lohr (2010), is advantageous for large populations due to its feasibility and cost-effectiveness, offering significant time and resource savings.
The number of participants in the questionnaire
Grade 12 The number of classes The number of students
The number of interviewees in this research
Grade 12 The number of classes The number of students
Research Instruments
A questionnaire is a widely used tool in survey research, defined by Brown (2001) as a written instrument presenting participants with a series of questions or statements for their responses This study utilized a questionnaire to gather students' perceptions of learning English with expatriate teachers The instrument featured a multiple-choice format with four options, adapted to a Likert scale ranging from 1 to 4 (1-strongly disagree; 2-disagree; 3-agree; 4-strongly agree), comprising 25 items The survey aimed to collect quantitative data to address the first research question.
To effectively conduct a survey, begin with a clear introduction and instructions section The researcher should formally communicate the survey's goals and requirements to students, ensuring they understand how to accurately complete the questions.
The questionnaire consisted of two key sections: demographic information and student perceptions of learning English with expatriate teachers, utilizing multiple-choice questions To ensure clarity and understanding, the questionnaire was translated into Vietnamese, allowing students to comprehend the questions more thoroughly, which in turn enhanced the accuracy and reliability of their responses The researcher also prioritized readability by avoiding jargon, complex language, and double negatives, making the questionnaire accessible to all respondents (see Appendix A).
The first section of the questionnaire, titled demographic information, collected essential personal details from students, including optional full names, age, gender, and grade To maintain confidentiality, participants' names were encoded rather than recorded directly Additionally, personal contact information was utilized to schedule interviews in the subsequent phase of the study.
The second section of the questionnaire, titled "Student Perceptions," consists of 25 items evaluated on a Likert scale from 1 to 4 (1- strongly disagree; 2- disagree; 3- agree; 4- strongly agree) This design allows the researcher to assess students' perceptions of learning English with expatriate teachers The questionnaire is adapted from the works of Alseweed (2012) and Brown (2013), building upon the foundational study conducted by Medgyes (1992).
The researcher tailored the questions to align with the Vietnamese context and the study's objectives, categorizing them into two key areas: (1) students' perceptions of the effectiveness of their expatriate teachers and (2) students' personal learning experiences.
The researcher explored student perceptions regarding engagement, support, and instructional methods employed by expatriate teachers Additionally, the study examined students' personal opinions on learning English with expatriate educators, focusing on cognitive, affective, and behavioral dimensions.
The questionnaire was developed in both English and Vietnamese to enhance student comprehension and prevent misinterpretation This translation is vital for fostering understanding, boosting response rates, reducing bias, increasing cultural sensitivity, enabling comparisons, and enhancing data quality (Cohen et al., 2018) An expert reviewed the questionnaire, and a pilot study was conducted to assess the reliability and compatibility of each item The results showed a Cronbach’s alpha of 0.952, indicating high reliability and strong inter-item correlation, while a corrected item-total correlation above 0.3 confirmed the items' good fit within the scale, thereby supporting its validity and reliability Detailed results from the pilot study can be found in Appendix B.
The interval width was then calculated using the formula in Equation to determine the strength degree of perception for each item (unevaluated, lowly evaluated, moderately evaluated, highly evaluated)
Number of levels Interval width:
In the second phase, the researcher conducted semi-structured interviews with open-ended questions after distributing questionnaires in the first phase, addressing Research Question 2 This approach provided deeper insights into student perceptions of learning English with expatriate teachers, as evaluated through the questionnaire items.
A focus group interview involves gathering a group of participants with similar traits to discuss their perceptions and experiences related to a specific research topic In this setting, the researcher serves as a moderator, guiding the conversation and encouraging interactions, including non-verbal cues like body language The researcher then synthesizes the insights from the discussions to identify consensus and derive meaningful outcomes.
Focus group interviews were conducted in Vietnamese, recorded with participants' consent, and held in a comfortable, friendly, and quiet school environment The size of each group was meticulously considered, as it significantly influences the interview outcomes; therefore, it is essential to maintain an optimal number of participants, avoiding both excessively small and large groups (Cohen et al., 2018).
The researcher analyzed questionnaire data from Section 2, categorizing student responses into themes to better understand their perceptions These themes informed the development of interview questions aimed at further exploring students' views on learning English with expatriate teachers and identifying their expectations.
Procedures
In this study, a 25-item questionnaire utilizing a Likert scale from 1 to 4 was rigorously tested by an expert prior to the main research After obtaining permission from school leaders, a pilot study was conducted in a randomly selected grade 12 class to assess the reliability and validity of the items, which took one week for distribution and data processing The main research involved distributing the questionnaire to 14 additional classes, with participants informed that completion would take approximately 25 minutes Data collection also lasted one week, and responses were securely encoded in Microsoft Excel to ensure participant anonymity before being analyzed using the SPSS application.
Based on the questionnaire results, the researcher developed semi-structured interview questions and scheduled interviews with students Conducted in Vietnamese in a comfortable and quiet school setting, each interview lasted approximately 30–45 minutes over four afternoons The researcher compiled the student responses, categorized them into themes, and compared these findings with the questionnaire results for further discussion.
Researchers must obtain informed consent from participants, ensuring they understand the study's purpose, procedures, risks, benefits, and their right to withdraw at any time Protecting participants' privacy and confidentiality is essential To avoid unintended issues in the study, careful preparation and adherence to ethical standards are crucial (Bouma & Ling 2004).
Data Analysis
In addressing Research Question 1 regarding students' perceptions of learning English with expatriate teachers, a quantitative descriptive method was utilized The analysis of the quantitative data collected through a questionnaire was conducted using SPSS, focusing on three central tendency measures: mean, mode, and standard deviation, to effectively evaluate student perceptions.
Cronbach’s alpha was calculated to determine the reliability of the data from the questionnaire The complete results are presented in Appendix C In this study, the alpha was 0.953
> 0.700 (see Table 3), and it means that the items are reliable (Fraenkel & Wallen, 2009) The results of the questionnaire were displayed in Table 4
To explore students' expectations when learning English with expat teachers, thematic analysis was utilized to gather qualitative data through four semi-structured interviews The recorded interviews were analyzed by first categorizing the data according to a theoretical framework Subsequently, the data were interpreted to uncover students' genuine needs and the underlying reasons behind their perceptions based on their responses.
To answer the Research Questions 1 and 2, Table 5 explains the different kinds of data and how to organize them
1.What are students’ perceptions towards learning
2.What are students’ expectations for studying with expat teachers?
Validity and Reliability of Research Instruments
Validity and reliability are crucial components in both general and educational research, significantly impacting the study's credibility and applicability To enhance the overall validity and reliability of research, it is essential to recognize these challenges and utilize appropriate scales and measurements Validity pertains to the accuracy of a measure, while reliability focuses on its consistency Understanding these concepts is vital for producing robust research outcomes.
To ensure the appropriateness and meaningfulness of research conclusions drawn from data, it is essential to verify the validity and reliability of the instruments used Validity refers to the relevance and correctness of the inferences made based on the collected data (Fraenkel et al., 2012), while reliability pertains to the consistency of scores across different administrations of the instrument (Fraenkel et al., 2012) Consequently, the questionnaires and interviews utilized in this study must demonstrate justified validity and reliability to guarantee accurate and useful findings.
3.5.1 Validity and Reliability of the Questionnaires
When utilizing questionnaires, it's crucial to consider potential issues with respondents, particularly students, as they may struggle to understand the questions, misinterpret the intent, or provide inaccurate answers.
To address challenges in research, effective strategies can be implemented, such as making the full name field optional in surveys This approach encourages respondents, especially reserved or low-esteem students, to share their genuine thoughts and experiences learning English with foreign teachers, as anonymity can foster greater engagement (Cohen et al., 2018, p.278).
To ensure participants grasp the importance of completing the survey, it is crucial to emphasize the significance of the study (Hudson & Miller, 1997, as cited in Cohen et al., 2018, p 278).
The study's objectives and significance must be clearly communicated in the instructions to ensure students understand the importance of providing accurate and honest responses It should be emphasized that there are no right or wrong answers in the survey, and their answers will not affect their overall learning outcomes Students should focus on accurately and completely reflecting their current perceptions and expectations.
To develop an effective survey for Vietnamese students, it is crucial to adhere to specific stages in the survey construction process This includes multiple revisions and thorough testing by experts to ensure the questionnaire is well-structured, clear, and contains relevant questions Ethical considerations must be strictly observed throughout the study Additionally, conducting a pilot study is essential to assess the reliability and compatibility of each survey item, thereby validating the face, content, and construct validity of the questionnaire (Cohen et al., 2018; Creswell).
To ensure the reliability of a questionnaire, it is essential to calculate its internal consistency, often assessed using Cronbach’s alpha This alpha coefficient serves as a practical measure of internal consistency among questionnaire items, particularly for multi-item scales (Cohen et al., 2018; Creswell, 2012; Fraenkel et al., 2012) Cronbach’s alpha can be easily computed using SPSS, and a coefficient of 0.7 or higher indicates an acceptable level of reliability (Cohen et al., 2018).
3.5.2 Trustworthiness of the Semi-structured Interview
Some of the primary risks affecting trustworthiness of the current study include the researcher’s bias, the leading questions, the structure and content of the interview (Cohen et al.,
According to Patton (1990), a researcher’s expectations during interviews significantly impact the validity and reliability of qualitative data (Dikko, 2016) To mitigate these threats, researchers should maintain a pleasant demeanor, an open mind, and realistic expectations throughout the interview process Additionally, it is essential for researchers to obtain the interviewee's consent for recording and to inform them of their right to refuse participation or withdraw from the interview at any time.
To ensure consistency in responses, it is essential that all students comprehend the interview questions uniformly Clarity and lack of ambiguity in the questions are crucial To address potential language barriers, the interviews were conducted in Vietnamese and recorded in a private, comfortable setting within the school to minimize outside distractions.
Ethical Considerations
The survey was conducted with the approval of the HCMCOU institutional review board, ensuring ethical standards were met A consent form was sent to school leaders for permission, followed by the distribution of a Vietnamese questionnaire to participants After obtaining consent from a high school principal, the questionnaire was administered to 14 classes within the school.
All participants attended the interview with enthusiasm and willingly consented to the recording, ensuring ethical compliance from the outset.
To ensure compliance with privacy policies, the researcher stored all recordings in a private folder on their OneDrive, safeguarding participants' information Furthermore, to tackle ethical challenges, the transcript emphasized speech clarity by minimizing background noise.
During the interview, participants had the flexibility to manage their cameras and microphones, allowing them to operate both at the same time or mute their microphones to minimize background noise when they were not speaking.