Luận văn teacher trainers and master students’ in service teachers’ perspectives of the needed competencies for english language teachers

This study aims to investigate professional competence and training needs of the in-service English language teachers MA students at ULIS, VNU.. Seer....20 Figure 3: Student teachers’ p

VIETNAM NATIONAL UNIVERSITY, HANOL

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST GRADTIATE STUDIES

~eee=e -=-2Ellca -— -

TRAN MINH HANG

TEACHER TRALNERS AND MASTER STUDENTS ’/IN-SERVICE

TEACIIERS’ PERSPECTIVES OF TIE NEEDED COMPETENCIES FOR ENGLISH LANGUAGE TEACHERS: A SURVEY AT THE UNIVERSITY

OF LANGUAGES AND INTERNATIONAL STUDIES,

VIETNAM NATIONAL UNIVERSITY

Khảo sát quan diễm của các giảng viên sư phạm và học viên Cao học/những giáo viên đang giảng dạy tại trường Dại học Ngoại Ngữ, Dại học Quốc Gia IIà

“Nội về những năng lực sư phạm cÂn thiết của giáo viên tiếng Anh

M.A MINOR PROGRAMME TIIESIS

Field: English Teaching Methodology Code: 60140111

HANOI — 2016

TEACHER TRALNERS AND MASTER STUDENTS ’/IN-SERVICE

TEACHERS’ PERSPECTIVES OF THE NEEDED COMPETENCIES FOR ENGLISH LANGUAGE ‘TEACHERS: A SURVEY AT THE UNIVERSITY

OF LANGUAGES AND INTERNATIONAL STUDIES,

VIETNAM NATIONAL UNIVERSITY

Khảo sát quan điểm của các giảng viên sư phạm và học viên Cao học/những, giao viên đang giảng dạy tại ruờng Đại học Ngoại Ngữ, Đại học Quốc Gia Hà

“Nội về những năng lực sư phạm cần thiết của giáo viên tiếng Ảnh

M.A MINOR PROGRAMME TIIESIS

Field : English Teaching Mcthodology Code : 60140111

Supervisor : Dr Duong Thu Mai

HANOI - 2016

DECLARATIONS

I, Tran Minh Hang, cortily thal this thesis is the result, of my own research and the substance of the research has not been submitted for degree to any other university or institution

Hanoi, 2016

Trần Minh Hằng

ACKNOWLEDGEMENTS

For the completion of this thesis, T have reccived great assistance and support

from many people without whom the work could not have been fulfilled

First and foremost, I would like to express my deepest gratitude and my

profound appreciation to my supervisor, Dr Duong Thu Mai, from Vietnam National University, Hanoi University of Languages and International Studies for her guidance, precious suggestions, valuable critical feedback and encouragement

in the process of completing this thesis

I would also like to express my sincere thanks to Dr Huynh Anh Tuan, the [ead

of Faculty of Post Graduate Studies and all his staff members who have been of

real help My groat (hanks go to all the lecturers of Faculty of Post Graduate

Studies, University of Languages and International Studies, Vietnam National

University, Hanoi for their interesting lectures and suggestions for the topic of my

study

‘Thanks are also due to my teacher trainers and my MA classmates K22 at the

University of Taryguages and International Studies, Vietnam National University and Hanoi Metropolitan University for the assistance and cooperation in

completing the interviews and questionnaires

Last but not least, T would like to give my deepest gratitude 40 my parents, my

older brother, and my friends for their moral support and encouragement throughout

my training course

The study still has limitations, therefore all the suggestions and

recommendations would be warmly welcomed.

ABSTRACT

Bnglish language teachers wha hokd an essential role in education system are expected to be highly competent in order to enhance the student learning outcomes Tlence, improving teachers’ competence has been considered one of the key factors

icliam To address this issue,

of educational reforms in many countries, imcluding Vi

the initial task is to identify the training needs as well as the strengths and weaknesses of the English language teachers This study aims to investigate

professional competence and training needs of the in-service English language

teachers MA students at ULIS, VNU ‘The data were collected from interviews with three teacher trainers, and survey questionnaires with 65 English language

leachers The results showed that the majority of Ihe English teachers had high

training needs in most competencies Furthermore, beside the positive perceptions

of their own competence, the targeted teachers had some challenges in reaching

professionalism Tt is of grea imporlanee [or the teachers in this study lo be aware

of the gap between theoretical knowledge and practical knowledge On this basis,

the study recommends a number of directions for the targeled teachers Lo help them

be more qualified It is hoped that the findings can be used as a good source of

professional development materials not only for the targeted teachers but also for the language policy makers im oducation

ii

6 Significance of the study

7 Method of the study

8 Design ofthe study

124, Definitions of teacher competence and comNeftRti9Z

1.3 - English langunge tcacberg° compcfEntles co 10

L Frameworks of English tracers’ competencies - - an

132 Previous studies on English language teachers’ comperenc

133, Engl language teachers’ competence in Vietnam

14, English language teachers’ training needs

iv

2.1 ‘The setting of the study

231, Teacher trainers iMCervieW won

232, Teacher's muvey questionnaires, se

2.4, Data collection and data analysis procedure

CHAPTER I: FLNDINGS AND DISCUSSION

BALI ‘The needed competencies far Une dargeled MA students from Leacher trainers? perspectives 23

32, The needed competencies for te targeted MA students from their own perspectives 26

Su, ‘The targeted teachers’ seif arsestment of their own terupetence after fimishing the Master course,

3.2 Discussion of the research questions 41

32.1 The needed cemmpetencies tor the targeted MA students fram thiết awn perspectives AV 3.22 The targeted teachers’ seif-arsesement of their own cerupetence after fimishing the Master course

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TAST OF FIGURES

Figure 1.1 : Student teachers’ perspectives in knowledge of language & ianguage

leamming nhai "— ˆ Figure 1.2: Student teachers’ perspectives in lmguage content & eurriculum 27 Figure 2.1; Student teachers’ perspectives in language teaching methodology,

Jesson planning & conducting a lesson - - 28 igure 2.2: SludenL teachers” perspeclives im assessment of language learmng,

resotrces and technology for langtuage teaching Seer 20 Figure 3: Student teachers’ perspectives in knowledge of leamers 30

Figure 4 = Student teachers’ perspechves in professional altitudes & valucs in

Figure 5 Student teachers’ perspectives in practice & context of language

Figure 6.1; Student teachers’ self-assessment of their knowledge of language,

Figure 6.2; Student teachers’ self-assessment of the knowledge of language

content and curriculurm si con eeeeieerriiS

Figure 7.1: Student teachors’ scH¬asscssmenL oÍ' their knowledge of language

teaching methodology, lesson planning & conducting a lesson 36

Tigure 7.2 : Student teachers’ self-assessment of their knowledge of assessment of

Janguage learning, resources and technology for language teaching 37

Figwe 8 : Student teachers’ self-assessment of their knowledge of language

Figure? : Student teachers’ self-assessment of their professional attitudes &

values in language teaching 39

Figure 10: Student teachers’ self-assessment of their practice & context of

TNTRODUCTION

1 Intreduction

Tn this part, the rationale for carrying out Ibis sludy is presonled followed by a

brief presentation of the aims and objectives, the research questions, the methods, the scope and the significance of the study Finally, the thesis structure is introduced,

2 Ratianale

As Lnglish becomes vital to most countries all over the world, it is tanght from

pre-school to higher education, English lamguage leachers who are considered to

have substantial impacts on their students’ achievement therefore are among the most important elements of the education system, as Rockoff (2004) indicated:

“leachers also have a fundamental role m their Feamers’ academic achievement and their quality can highly influence student outcomes” In order to encourage students

to leam effectively and efficiently a teacher has to perform a large number of

activities both imside and outside of the classroom Fach teacher is expected to possess a certain amount of knowledge, skills, as well as attitudes, which together is

known as teacher campelonice Teacher competence is crucial that can lead Lo positive individual student development and even lessen the aggressive behavior in

the classroom (Cubukou, 2010)

Tn reality, as enleriny the 218i century, the real situation of teaching and leary,

English is a major topic of discussion in the education domain More particularly, the status of language teaching has changed over time; for example, many new

developmental policies in knowledge, teaching methods, or programs have been

updated in order to achieve the targets and to skill the force of the education system, the English language teachers Consequently, teachers must keep up with these

changes to move towards professional competerice which includes subject matler

Imowledge, pedagogical content Inowledge, knowledge of teaching and learning, curricular knowledge teaching experience, and certification status (Shulman, 1986, Grossman, 1995)

It has become a major issuc for teaching staff to imovate and upgrade their competence through training programs, which is to cope with the new advancement

Tn facl, “teachers who need to be well-trained al the begimmng of their careers and

provided with high quality in subsequent years in their profession (Hargreaves,

1998, p.38) are the key assets of schools” Teachers, such as, non-native speakers of Faglish as in (his study, should recognize the need of professioual competence and training in order to address the demands of society

Vietnam is not the exceptional country in the world that considers professional competence and framing tieeds as essential factors for any English language teachers Since Vietnam has implemented Doi Moi policies, one of the issues on this landscape of change is the development of new English language teacher gencralions Accordingly, the Vietnam goverment has decided to carry oul an important project entitled “Teaching and Learning Foreign Languages in the

National Education System, Period 2008-2020" (dated 30 September, 2008 of the

Prime Minister oni the country) The project offers many opportunities for Vietnam because it can help a massive group of teachers be aware of the importance of

Faglish leaching standards and encourage them in gaining higher professional

competence in their carcer

‘The project is an attempt of the govemment to promote teachers’ motivation to

become skilled language instruclors By highly appreciating the great influences of professional competence and training programs on education system, Hnglish language teachers are active to learn and develop themselves continuously during

their teaching career

However, up till now, research findings on English language teachers’ professional competence and their training needs in Vietnam are rare Specifically, there has not been any investigation of the English language teachers — TESOT

Master students at ULIS, VNU, a leading institution in Lnglish language teacher training nationwide They are young, energetic in-service English teachers coming

from various kinds of cducalional instilulions in English language teaching They

are also the typical human resources who keep a decisive role in transforming the educational goals into a reality Moreover, with the participations in MA course,

Taosl of these long-lerm teaching slalf porecive thal improving ther competence

with the master's degree is a vital stimulant for their teaching practice, especially for the young teachers whose experience and practical teaching knowledge are not still

sufficient A study into these teachers’ competence and training necds should be

able to yield interesting results In addition, the findings may hold crucial importance to the design of training courses for the teachers, including both formal

courses such as MA and seasonal trainings al inslilational, local or ministerial scale

Llopefully, the findings of the study may also be a source of reference for language policy makers towards more effective English language teaching and leaming in simular contexts im Vict Nam

3 Aims of the study

The study aims are to find ont:

a whal (cacher trainers and im-service Brghsh language tcachors — MA

students at ULIS, VNU consider as needed competencies for in-service

leachers, and

b how inservice English language teachers — MA students at ULIS, VNU

assess their own professional competence

Professional competence and training needs are such broad topics that they cannot be wholly discussed within the framework of this paper l’or this small-scale

thesis, the study aticmpis to investigate the needed competencies from English

language teachers’ perspectives, accordingly to explore the strengths and weaknesses of the targeted teachers based on an in-service version of English

Teacher Compeloncy Framework (RTCF) The subjects of the thesis are three teacher trainers and sixty-five in-service English teachers - MA students at ULIS, VNU The study results should not be generalized to English teachers in Vietnam,

‘bul only to those in similar contexts

6 Significance of the study

Teacher's competence has a strong impact on the students’ acquisition in

language Iearnmg First, when completed, the research results may be used as an

evidence ta provide teacher educators and administrators with useful information

about the needed competencies of in-service English teachers — MA students after

finishing MA course according to their self-assessment The training programs then

may be formed to support and motivate the in-service English language teachers

better so that the quality of English language teachmg can be enhanced im the sunilar contexts

7 Method of the study

This sludy employs quahlative and quantilalive rescarch inethoda im order to

obtain a more detailed and comprehensive picture about what are investigated

Two survey questionnaires were conducted with 65 in-service English language

teachers — MA students after finishing the Master course to investigate their training

needs and self-assessment of their own competence

The qualitative research approach was involved to find out the targeted teachers”

framing needs from the Leacher trainers’ perspeclives Three teacher lamers were

invited to bring out their opinions based on the given questionnaire

8 Design of the study

The research study is organized inlo three parts:

Introduction provides basic information including the rationale, aims, rescarch questions, scope, methods, significance and the design of the study

Develapment is organized around three chapters as [ollows

Chapter 1 - Reviews the related literature on theories of teacher’s competence, teacher’s competencies, training needs and self-assessment

Chapler 2 - Presents the information about the setting of the study, detailed methodology used in this study including participants, data collection instruments, and data collection & data analysis procedure

Chapler 3 - Consists of a comprehensive analysis of the data and discussion on the findings of the study

Conclusions offer a summary of major findings of the study, limitations, yecormnerdations for further study

9 Summary

In this part, the rationale as well as how to conduct the study was presented In

the next part - Development, the literature review of the study will be prescrited

DEVELOPMENT CHAPTER L: LITERATURE REVIEW 1.1 Introduction

‘This chapter presents some theoretical backgrounds necessary for the realization

of this research and providing related literature for the study First, it would be

eller to review Ihe notions of ieachers’ competence, teachers’ competencies, and

the frameworks that some researchers conducted in them studies Second, the

chapter presents some theories related to teachers’ taining needs and self-

assessinent, and the studies conducted by some scholars in the world, as well as in Vietnam contexts

1.2 Teacher competence and competencies

1.2.1 Definitions of teacher competence and competencies

1.2.1.1 Teacher competence

To some extent, quality in teaching and education is evaluated by competence of

teachers Jamam (2007) pomted out: “the quality and the level of excellence in education depend upon the quality and competence of teachers”

The term ‘competence’ is used lo characterize people of any profession, including teachers It is best described as “a complex combination of knowledge,

skills, understanding, values, attitudes and desire which lead to effective, embodied

human action in the world, in a particular domain” (Crick, 2008) Tn pedagogy, the

concept of ‘competence’ defines the individual capabilities acquired through leaming and teaching Teacher competence, particularly, is “a knowledge, skill,

ability, personal quality, experience or other characteristic that contributes to a

teacher’s capacity to teach effectively.” (Kelly, Grenfel, Allan & Mckivoy, 2004, ply

Reaching to prol

onalism in their career is one of the main goals that any teacher desires to possess ‘Professional competence’ of the teachers is the term that describes a highly qualified teacher The term implies the ability of professional

work in accordance with standards sels [or mdividual professional actions Kmeta

and Miloscvié (2010, p.203) indicated: “professional competence as the system of kmowledge, skills, abilities and motivational disposition which provide the effective realization of the professional (caching acHviies” The notion ‘professional competence’ is considered as an overall, generic and integrated image of a competent teacher in an education system Teachers are expected to achieve their

targets al high levels through constantly accumulaling knowledge, experience,

snoral values as well as other expertise

Though both ‘teacher competence’ and ‘professional competence’ have been

taken into consideration, the term ‘professional competence’ is more generic,

comprehensive than ‘teacher competence’ In this study, ‘teacher competence” is

focused as the key research term This is because of the aims of the study which

provides all-sided (rail of a professtonal teacher

1.2.1.2 Teacher competencies

According to Mulder (2014, p.3) “competence consists of different

competencies A compeicniey is a part ol'generic competence, iL is a set of

dnowledge, skills and attitudes which can be performed in the real contexts.”

Competency, according to Longman dichonary, is defined simply as “the ability

to do something well” Partucularly, ‘competencies’ is a description of one’s ability,

a measure of one’s performance and a common language for talking about teaching

& learning (Harris & Carr, 1996) Teachers having various competencies are always

expected to teach students at all levels effectively in diverse contexts In addition, the concept of ‘teacher competencies’ is emphasized by Rice (2003) as “the

imowledge, skills and attitudes that satisfactorily meet the social and professional

xequirements of teaching roles and bring about good learning”

In brief, the term ‘competency’ accounts for the particular ability which can

measure teacher performance Tn each country, based on different faclors, a variely

of competencies are formed into a national framework which is considered professional standards for every teacher.

In this study, to make a distinction between ‘competence’ and ‘competency’ (competencies), the term ‘competence’ is used more general than ‘competency’ According io Pantié and Wubbels (2010), ‘compete

is broad capacilics,

implying a broadly conceived notion of everything a teacher needs as part of his/her expertise, whereas ‘competency’ (competencies), whose sense refers to activities, is

used to deseribe parlicular instances af thal broader expertise

1.2.2 Frameworks of Teacher Competence

Beside theoretical frameworks, many practical ones have been developed by

vesearchers Compelence frameworks contain the professional standards for

teaching and provide the means to identify how a competent teacher is The competence framework comprises a set of competencies for the teachers to follow

and porlorm according: lo designated ways in real situations

According to Shulman (1986b), content knowledge framework for professional

competent teachers was introduced into three categories: (a) subject matter content knuwledge, (b) pedagugical content knawledge, and (c) curricular knowledge Firstly, subject-matter knowledge refers to the amount and

orgarnzation of knowledge in the mind of the leacher Understanding the structures

of the subject matter is compulsory in teaching As he indicated: “the teacher needs

to understand that something is so; the teacher must further understand why it is so,

on whal grounds is warrant can be asserted, and under what circumstances our belief in its justification can be weakened and even denied” Secondly, pedagogical content Imowledge also “includes an understanding of what makes the learning of

specific topics easy or difficult, the conceptions and preconceptions that students of

different ages and backgrounds bring with them to the learning of those most frequently taught topics and lessons” Thirdly, curricular knowledge is

“represented by the full range of programs designed for the teaching of particular

subjects and topics at a given level, the variety of instructional materials available in

relation to those programs, and the set of characteristics that use for particular

curriculum or program materials in particular circumstances.” (Shulman, 1986b,

p.7-10)

Aveording lo Cacna (2011, p.3-4), based on the “Common European Principles

for Teacher Competences & Qualifications (2005)", three broad areas of

competence were defined:

+ Working with others

+ Working with knowledpe, technolapy and information

+ Working in and with society

The first of these was based on the values of social inclusion when working in

profession Teachers need to have enough knowledge in psychology, pedagogy to develop students’ potential Moreover, they also need to be able to co-operate and

collaborate with colleagues Lo cnhance their own learning and teaching The second

is working with a variety of types of knowledge such as their abilities in accessing,

analyzing, validating or making effective use of technology, involvmg ICT which

equip thern to be more effective in leaching and learning, together with good subject

imowledge and pedagogical skills, their teaching skills in both theoretical and

practical knowledge The third required the teavhers to work with local community and cducation stakeholders such as parents, teacher sducation mstitutions,

representative groups, cultural organizations, businesses, etc in order to contribute

to the quality of educational systems TL algo requwes ihe icavhers to prepare learners

to be globally responsible citizens

To sum up, teacher competence frameworks are seen as professional standards

in the context they are constructed While Shulman (1986b) mentioned mainly

content knowledge in a undeniably key frameworks for teacher education theoretically which highiights (a) subject matter content knowledge, (b) pedagogical

content knowledge, and (c)

urricular knowledge, the Furopean Commission (2005) emphasized the active roles of teachers in three competencies as (1) working with others, (2) working with knowledge, technology and information and (3) working in

and with sociely cerlam contexts The latter framework scerms to remlorce further

on the practical contro] the modern teachers should demonstrate towards different

subjects relevant to their career, be it the subject matter knowledge or other relevant knowledge, thei conlexi or a difTerent context Bath frameworks and other important ones should be considered in constructmg and evaluating localized systems of tasks for teachers in their teaching job

1.3 English language teachers’ competencies

13.1 Frameworks of English teachers’ competencies

A framework of teacher competence is one of the instruments that can be used to

support teachers, and fo promote quality im educalion English Teacher

Competencies Framework is based upon general teacher education research which indicates three major knowledge domains (Domains 1-3) to address the question,

“What do teachers need to know and be able to do?” The Uiee domams are embedded with a number of professional values and attitudes (Domain 4) and located withm a larger sphere (Domain 5) that reflects a “situative” (local)

perspective of effective icacher learning that takes place within the contexts and

practice of teaching (Ball & Coben, 1999; Bransford, Darling-Hammond et al, 2005)

According to Ball and Coben (1999, p.5), three basic questions matter Firstly,

what would teachers have to know, and know how to do, in order to offer

instruction that would support much deeper and more complex learning for iheir

students? Secondly, what sort of professional education would be most likely to help teachers to learn those things? Thirdly, what do these ideas imply for the

cantent, method, and structure of professional development?

Firstly, subject matter is one of the most important factors that teachers would

need to know They also would need to understand the contexts, select and use

appheations appropnately Tn order to know the materials in teaching, teachers

would need to have a good understanding of pedagogy and the learners coming

from different backgreumds so that they could connect students with contents in

effective ways

10

Sccondly, even if teachers knew all these things, they would not know nearly enough to teach in the ways that researchers and educators think they should, for the situations could be more complex, unprediclable, and diffieull lo monitor and manage that we call classrooms They would need to learn before teaching and while teaching, how to learn in and from practice

Thirdly, towards curicuhun and pedagogy [or professional education, such

professional education would depend mauuly on finding ways to center professional leaming in practice One way to do this ies within the course of teachers’ everyday

work—in the regular tasks of planing, selection, enactment, reflection, and

assessment Another way to make inquiry into practice more available to teachers is

to document and collect artifacts of practice and make them available for teachers’

oxamination and inquiry

According ta Bransford and Darling-Ilammond (2005), the major goal of the

research was to provide a common framework for curneulum content and pedagogies in teacher education — the framework thal is useful for proparing

teachers with the knowledge, skills, commitments that will able to help all students

succeed with emphasis on “leaching as profession” They share knowledge of

lcamers & theu development m social context, knowledge of teaching, knowledge

of subject matter & curriculum goals, It is important for teachers to be aware of

their roles and responsibilities in order lo confront with complex decisions in

teaching that reply on different kinds of knowledge aud judgment

Teachers of English to Speakers of Other Languages (TESOL) (2002) defined

eight standards for ESL teachers: planning, instructing assessing, identity and

context, language proficiency, leainmg, content and commitment, and

professionalism By means of these competencies, TESOL clarified that a teacher

should be compelent in teaching not only in and out of class but in a broader sense,

in relations with colleagues and communities as well

To sum up, frameworks of teacher competencies are seen as instrumental

aysloms which consis of specific abilities to moasure ther performance in their

11

professional carcer Based on certain conditions, a comprchensive framework for

teachers will be formed as a route to the professions

1.3.2 Previous studies on English language teachers’ competence

Up to now, a wide range of studies have been conducted on English language teachers’ competence For example, Kerkmaz and Yavuz (2011) aimed to find out which competencies were necessary lo be an effective language leacher and collected data from the fourth year English language student teachers at Uludag University in Turkey with an open-ended question, a structured questionnaire and a

semi-structured inlerview Teachers indicated many competencies such as

monitoring and evaluation of leaming and development, knowledge of students, imowledge of curriculum, personal and professional development, and school- family and sovicty relationships

According to Anugerahwati and Saukah (2010), the study was conducted to find out the profile of exemplary English teachers at secondary schools in Indonesia Dala were collected through observations, interviews, and questionnaires The study was conducted in four towns, including exemplary teachers in one senior high school and three junior high schools This study was done mainly to find out (1) the

professional competences of the exemplary teachers m cach town and (2) how they

achieve the competences ‘the collected data were analyzed qualitatively by the usual process of sorting, coding, and analyzing The findings reveal that the subjects

in three of the four towns have all the four competences (subject matter, pedagogical, social and personal competences), with the personal competence being the most influential in shaping them as professional and exemplary teachers From the findings, a profile of the professional competences of the exemplary English teachers at secondary schools is developed

Kix

lan (2011) also conducted a qualitative study on 21 senior EIT student teachers’ competence of teaching language skills in ‘Turkey l'ield notes, interviews and follow-up focus group interviews comprised the data sources for the study

The study showed that student teachers were not, fully competent in arcas defined by

MONE and failed to integrate four skills They somchow had difficulty in

integrating listening and speaking, and also reading and writing It was also noted that student teachers should be mfonned about competencies defined by MONE since they were open to improve themselves

To summarize the results of aforementioned studies on English language teacher

competence, il was [ound thal the English language teachers would have different

strengths aud weaknesses in their job Mrom the findings, the teachers’ training needs also would be identified in order ta improve the quality of teaching and

learning

1.3.3 English language teachers’ competence in Vietnam

13.3.1 English ‘Teacher Competencies l'ramework (ETCK)

According to ETCF User's Guide (seclion 1), Fnghsh Teacher Competencics Tramework (CTCF) is usually based upon general teacher education research (Ball

& Cohen, 1999, Bransford, Darling-Hammond et al., 2005) ETCF in Vietnam is

also developed from several international standards documents Cor foreign: language

teachers including the Common Huropean Framework Reference (CEFR), the

ACTFIL Program Standards for the Preparation of Foreign Language Teachers

(2002), TESOL/NCATE Teacher Education Standards (2010), the European

Portfolio of Student Teachers of Languages (Newby, Allan et al, 2007), and a Vietnamese project, tie Huc Uriversily EFT Teacher Education Standards (201 0) Vietnam’s English ‘Teacher Competencies Framework is classified into five

domains:

Domain 1 is knowledge of subject matter and curriculum It represents subject

matter knowledge for Kuglish teaching This domain inchides teachers’ language proficiency, knowledge of the language system, understanding of how languages

are leamed, content and curniculum Curricular content knowledge includes cultures

of English-speaking countries, basic academic content in Linglish, and knowledge of locally used English curriculum

13

Domain 2 is knowledge of teaching It deals primarily with pedagogical content imowledge This knowledge includes teaching the four slalls, planning effective

lessons, condncling cfleetive lessons, crealing supportive learning environments,

assessing students’ progress and proficiency, and using resources and technology effectively to support student learning

Domain 3 is knowledge of learners TL relates 10 the knowledge of language

leamers, ‘Ieachers’ understanding of students’ development, stages of leamer language, and prior leaming experiences contribute to successful student leaning

Understanding their students is also necessary as teachers help to develop students’

creativity and critical thinking - essential 21st Century skills

Domain 4 is professional attitdes and values embedded across knowledge domains Professional attitudes and values are embedded throughout the other

kmowledge domains, as indicated by Domain 4 These attitudes and values include

promoting and modeling language learning: practicing cooperation, collaboration

and teamwork, demonstrating Hfe-lony learning and parlicipatiny in professional

development activities

Domain § is Isarning in and from practice and informed by context

It represents teachers’ understanding of the context im which English is being

taught, and connecting language leaming to real uses of Linglish in Vietnam This

understandiry: involves cormections {9 olher subjects, relevanl conlexlual issucs,

and other Knglish users If also involves teachers’ reflection on their practice

In short, Vietnam’s ETCY is a standardized, flexible roadmap for teachers to

follow in reaching professionalism Through Vietnam’s ETCF, teachers can identify

the specific areas which they need for training and self-study throughout their career, Compared with the frameworks of teacher competence, the Vietnam’s

TRTCF, the ÍirsL seL of subject-specific teacher slandards im Vieltain, was crealed

amore comprehensively for the Lnglish language teachers need to know and be able

to da In the study, Vietnam’s ETCF was used in the questionnaires so as to achieve the objectives of the sludly

14

1.3.3.2 Previous studies in Vielnam

In Vietnam, some studies were conducted to find out the teachers’ competence

in different contexts For instanac:

Vu Thi Phuong Anh (2006) carried out a research to evaluate teachers’

competence and to find out problems and solutions for the teaching staff in An

Giang high schools The aims of (he rescarch was to understand the relationship

between the status of teacher competence and the lunited factors in their career

Then, the suitable solutions would be built up to enhance the quality of teachers in

the province The techniques for assessing compelence of the participants were

class observation, and questionnaires Overall, the competence of the teachers in pedagogy was relatively high The results indicated that high school teachers in the

province had sulficicnt competence in their job However, among Unree aspcels of

pedagogical competence structure were examined, classroom management skills

and pedagogical manners & behaviors were evaluated better than teaching methods

which was still at lower level and should be noticeably mproved

Nguyen Kim Dung and Le ‘thi ‘hu Lieu (2013) conducted the study

“Rvaluating the competence in English language teaching of high-school Bnglish

teachers in Ho Chi Minh City, who graduated trom Ho Cli Minh City University of

Ldueation (LICMUL) in the last 5 years (from 2007 to 2011)” ‘The study focused on

introducing some reasoning viewpoints of he importance of the topic, the Bndimps

of the study, and some recommendations for the Department of English in the TICMUL, The study showed the majority of teachers in English (graduate English

In brief, investigating teachers’ competence has been carried out in Vietnam

The findings of the studies indicate that in different contexts, teachers would have

different levels of competence Through ovelualing teacher competence, their

15

strengths and weaknesses could be found out; accordingly, prompt solutions would

be formed

1.4.English language teachers’ training needs

1.4.1 Enplish language leachers’ (raining needs

The quality of education is a centered-theme in education system Thus, the role

of teachers is crucial for ils improvement as Siddiqui (2004, p.139) stated: “teacher

is the only essential element who can bring the educational changes” ‘Therefore, the needs in training among teachers have been increasing in order to meet the demands

of the society Through training programs, teachers will be provided many

opportunities to develop and update what they still perceive less competent

Training is also considered a valuable resource for teachers to share their experience

in teaching carcer Therefore, il is unquestionable to confirm the essence of training

programs To have more high qualified English language teachers, there should be

good teacher training courses and educational policies

Tu the study, the training needs of the targeted teachers would be identified From

the teacher trainers and from their own perspectives Possibly, the results will be the

sources for educators to mplement suitable laining programs for in-service English language teachers in similar contests mm Vietnam

1.4.2 Previous studies on English language teachers’ training needs

The importance of training needs is emphasized by the following studies

Ozen (1997) investigated the perceived needs and expectations of the staff in

Treshman Unit at Bilkent University The results showed that the teachers needed to

improve themselves in the areas of material preparation and assessment, skills,

testing, curriculum design and development, classroom management, methadology, and giving feedback

Tn India, Nebat & Khan (2012) investigated the training needs of lundred

secondary school Linglish teachers from nine blocks of Aligarh District based on workshop methodology A detailed questionnaire was conducted, followed by

lá

unstructured interviews to clicit their perspectives towards their training necds The

areas in which teachers demand traiming are listed below:

- Malcrial adaptation

+ Classroom communication skills

New methods of language teaching

- Elfective content delivery based on a lesson plan

- Making teaching materials easy and interesting for the students

Generating interest for reading and writing among students

Enabling students 10 speak, read, write and understand texts in English

Improving the motivation level of students to use texts

Use of technology/ multi-media in making texts effective

- Team building and networking skills

In Vietnam, at the beginning of the year 2012, Bnglish language teachers’

competence im Vietnam National University was investigated in order to find out Faglish teachers” training nicvds Through the teachers’ perspectives, more effective

training programs would be adjusted Fifty-four Hnelish teachers coming from

primary schools 1o universilies parlicipaled in the survey The results showed that the surveyed teachers not only necd a good understanding of the subject matter,

theoretical knowledge but also need further training in the context of language

teaching

In general, the role of training needs is to build up competent teachers The needs can be subjective perceptions, their needs as their desires to do their job

better It can be objective anes which are seen as the professional requirements for

the teachers to meet certain standards ‘Training needs among teachers are diversity Therefore, intensive regular training programs will be organized and widened in

order lo provide more and more professional (eaching generations

1.5 Teachers’ self-assessment

Self-assessment (self-evaluation) is a tool for reflecting on teachers’ experience, performance and progress in their professional growth A simple delinition of scl

assessment was given by Purtié and Sad (2006) in the form of four questions:

“Where am 1 and what do 1 know? Where do 1 want to go? [low can 1 get there?

Whal clse do T need lo know?” Accordmgly, self-assessment enables teachers 10

identify what they really need and find out professional development opportunities Mirici (2015,p.1) also indicated: “self-assessment comprises purposeful and well- developed common criteria for continuously monitoring, recording and assessing their own educational progress” From reflecting on their own performance, their strengths and weaknesses would be identified Tusthermore, Aeginitou et al (2007)

stated the benefits of self-a

essment including (1) monitoring of learning and

progress, (2) setting goals for the future, (3) encouraging responsibility for learning, (4) promoting critical thinking, (5) constructing and reconstructing knowledge, and

(6) bridging the gap between high and low avhiovers Therefore, it seems to be a

powerful technique to enhance further life-long leaming in the educational process

The knowledge of self-assessment has been indicated its benefits m order to find

oul the perspectives of the parlicipanis, ¡.e., the student teachers iu (his study in

tenns of training needs and their own competence

1.6 Sammary

The present study auns to investigate how competent the English language

teachers perceive themselves based on LICH: thew most and least competent areas,

the most and least important raining needs from (heir own perspectives Therefore,

the related bterature review above has presented the definitions of professional

competence, the competence frameworks, training needs and the previous findings

conducted in different contexts In this chapter, the in-service version of Vietnam’s

ECF has also been described in order to clarify the specific content of evaluating the English language teachers’ training needs and their own competence through

sel¬as:

ssment in this study All of the theoretical backgrounds are considered as fundamental issues relating to the topic of the study ‘The following chapter will present the methodology of the research

18

CHAPTER Tl: METHODOLOGY

This chapter provides the information on the solfing, participants, res

methods, data collection instruments, and research procedures of the study

2.1, The setting of the study

The study was conducted al University of Language and Internationat Studies,

Vietnam National University (ULIS, VNU), a leading university in Vietnam

Currently, ULIS has been seen as one of the leading universities in South Bast Asia

which is famous for providing good Irainings as well as offering undergraduate and

graduate degrees in pedagogy and linguistic studies [lence, there are thousands of new students enrolling in this university every year

ULIS always looks for new methods lo improve the quality of teaching and

leaming English which are the priorities equipped for students in the search for

professional development in teaching New programs, therefore, have been

launched to belter mee the global changes Tn response 10 the demands, English

‘Teacher Competency Framework (ETCK) is the first set of subject specific teacher

standards issued by the Ministry of Education and Training The Vietrum’s ETCF

provides “a blucprint of the knowledge, skills, values and processes that make up

Unglish teaching in Vietnam in the early 21st Century” (TCI User’s Guide)

This study focuses on the inservice English language tcachers — MA students

coming from throughout the country All of them had Bachelor degrees of Knglish

at different universities in Vietnam After graduation, each teacher already has had a

certain years of teaching experience:

2.2 Participants

2.2.1 Teacher trainers

The subjects of the sludy are three Vietnamese English teacher trainers that

response to the interview question All these teacher trainers have been awarded

Doctoral degrees of English Two of them are working at ULIS, VNU and one is

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working at Hanoi Metropolitan University All of them have expertise in English language methodology and have over 15 years of teaching experience

2.2.2 Student teachers

‘The participants are 6S in-service English language teachers MA students at ULIS, VNU The participation of these teachers were voluntary, and their ages

vanged from 24 years to 38 years wilh different levels af background knowledge

‘Yhey teach English in different contexts, in both wban areas and rural ones throughout the country, and their teaching experience in English varies from one to

ter years All teachers are BLA degree holders majored in Fryglish and kuew the

ISTCF before answering the questionnaires ‘Therefore, their opinions can be highly

reliable and useful for the study

2.3 The data collection instruments

In an effort to obtain information, two instruments of data collection were used;

teacher trainers interview and student teachers survey questionnaires

2.3.1 Teacher trainers’ interview

‘Three teacher trainers were invited unto the interview in order to identify their

perspectives of the needed competencies for the targeled teachers — MA students

The data collected was recorded and taken notes with the consent of the

participants, then analyzed in accordance with the Lnglish Leacher Competencies Framework (FTCF) The main interview question is “What are the needed competencies for the targeted teachers from your perspectives?” with a list of the following questions in order to obtain the objectives of the study:

1 Which competencies are the most important in Vietnam’s ETCF for

the targeted teachers MA students?

2 Which competencies are the least important in Vietnam’s ETCY for

the targeted teachers — MA students?

By means of the interview, it could investigate the most/least important

competencies in Vietnam’s ETCF for the targeted teachers provided with reasons

20

Moreover, the teacher trainers would bring up suggestions for the target teachers to

be more competent in their career

2.3.2 Teacher's survey questionnaires

‘Two Likert-scale questionnaires were employed in this sbidy to explore the teachers’ needs for training and their own competence after finishing the MA

course The questionnaires were applied to in-service English langnage teachers -

MA students at LLIS, VNU It consists of two parts Part one elicits data on the teachers’ background, such as qualification, teaching experience, and location of

their school Part lwo consists of 56 slatements classified into five domains:

Imowledge of language; language learning and language content and curriculum (domain D; knowledge of language teaching (domain II), knowledge of language

learners (domain TIT); professional altitudes & values in language (caching, (domain

IV); and practices & context of language teaching (domain V) In this part, these

closed questions are for both training needs and self-assessment of their own

competence The answers of the Girsi LikerL-scale questionnaire in training needs ara

xanked into 5 options from ‘very impoxtant’ to ‘very unimportant’, Che answers for

self-assessment in the second one are also ranked imo 5 options from ‘strongly

agree’ to ‘strongly disagree’, The contents of the questionnaires based on the in-

service version of linglish ‘feacher Competencies lYramework (UE'CI') in Viemam

2.4, Data collection and data analysis procedure

2.4.1 Teacher Trainers Interview

In the study, interview questions were posed to and responded by the three

invited teacher trainers, working in the department of Foreign Languages at

Vietnam National University and at Hanoi Metropolitan University Each interview took from 15 to 30 minutes, and the language used during interview was

Vieinamese All interviews were noted with the consent of the teacher trainers, then

translated into Linglish

The interviews were used to answer the first main question: “What are the

necded competencies for the targeted teachers [rom Leacher tracers’ perspectives?”

21

Through qualitative rescarch approach, the targeted teachors’ training needs would be identified by three teacher trainers, and then possible suggestions for the

contents of fulure training programs might be formed

2.4.2 Teachers Questionnaire Data

Quantitative data for this study was gathered from 65 Inglish language teachers

— MA sludents at ULIS, VNU They were invited lo fall m (he questiouneires based

on the in-service version of Vietnam’s English ‘Teacher Competency Framework

(BICF)

The questionnaires were delivered to the targeted teachers al the end of the MA

course in June, 2015 or each statement in the questionnaires, the Linglish language teachers were invited to respond with their level of agreement to the can-do

statementa and their judgment of the importance of the slatomenis Afler all the

questionnaires were returned, the data process was done carefully to calculate the

frequency of answers Of the total 120 questionnaires distributed to 120 participants

in MA class, 65 were returned

1n order to analyze the collected questionnaires data, the researcher grouped data

into calegories which also serves lo answer the second and the third questor:

“What arc the necded competencies for the targeted MA students trom they own

perspectives?” and “What are the targeted teachers’ self-assessment of their own

competence aflor Finishing the Masler course?”

2.5 Summary

In short, this chapter has presented the methodology of the study The aims of

the study, as stated in Chapter I, is to investigate the professional competence and

the training needs of the inservice Hnglish language teachers MA students at

ULIS, VNU In order to find out the aims of the study, the data was collected from

inlerviews and questionnaires The vexl chapter will present ihe findings of the

research under the light of the above-discussed issues.

CHAPTER TIT: FINDINGS AND DISCUSSION

Tn this chapter, the resulls of the sludy are presented, followed by the discussion

and analysis of the data ‘he data has been collected from the interviews and from

the questionnaires The results are statistically presented in charts

3.1 Findings of the study

3.1.1 The needed competencies for the targeted MA siudenis from teacher

trainers’ perspectives

The tain question of the interview is “Whal are the needed competericies for the

targeted MA students from your perspectives?” |'or this question, the teacher

trainers expressed their perspectives to the most and the least important

competencies for the targoled teachers as the followmg,

To be specific, firstly, all of the interviewees pointed out that the first domain

“knowledge of language, language learning & language content and curneutum”

contains Lypical compelencics which the targeled lachers need the mosl in their

career, Specially, “knowledge of language” as the knowledge base for every Hnglish

language teacher is the prior requirement 11 is commomly defined as a person's

ability to usc English accurately and appropriately im teaching language Teachers

must be aware of what they teach so as to be active and flexible in collecting

authentie resources for their sludenis For instance, according to imterviewee 1,

“knowledge of language is the first requirement in language teaching career To have an impressive beginning in your teaching career, you must be sure of

understanding and using language perfectly” Therefore, language teachers, first af

all, have to master competently that language, ie., English Once being sufficient in Imowledge of language, they will be confident in transmitting the knowledge

perfectly to their sLudents,

Moreover, “knowledge of cultures in Jinglish speaking countries” is also embedded in teachers’ language knowledge which is a matter of cancem English is widely used as ‘lingua franca’ in the world The goal of tcaching English is to

23

develop and promote students’ ability to communicate effectively and appropriately

in different situations Teaching cultures aims to equip learners having enough

cultural knowledge which brings students good impression and have posilive

attitudes of that country The reasons why cultures of English speaking countries are always considered as a certain competency for English teachers Ilence, it is

important for forcign language teachers to have sufficient, knowledge about the

countries whose language they teach Interviewee 1 also pomted out: “cultural Imowledge of English language teachers is the important element in this current

trend of Vietnam’s integration m Asia as well as any other countries throughout the

world, Cultural competency for language teacher means providing them a good understanding of orass-cultural communication.”

However, im the first domain, mterview 3 indicated that i 1s not absolutely necessary for some English teachers to put “academic content in English” into the

highest priority For non-majored English students or students at relatively low levels, the English teachers do not need to expand this knowledge urgently

Secondly, the interviewees showed that “knowledge of teaching” also affects

directly sludents’ learning outcomes In different slages of teaching career, English language teachers need to develop ditferemt teaching competencies To begin with,

linglish language teachers were equipped teaching methodology at universities

However, to be @ competenl teavher, il is nol only based on theorelical knowledge

but also expanded practical knowledge through teaching experience All of the interviewees shared the same ideas that how to teach, or teaching methodology, is

the question that needs to be more concerned In fact, there is always a gap between

theoretical knowledge and practical knowledge ‘‘eaching skills, therefore, should

be taken into consideration in training programs As time goes by, English language

teachers will be mature and experienced

Llowever, in the second domain, interview 3 also mentioned that “technology for

language teaching” is less important than other competencies for the English

24

language teachers living in rural arcas because they are not well-cquipped with technology and do not have many chances to enhanee this skill

Thirdly, according to inlerview 3, “knowledge of learners” ia alse essential because of the emphasis on “student-centered teaching”, not “teacher-centered teaching” Traditionally, instructors concentrated on what they did which leads to

students 1o be not active Tn contrast, “student-centered teaching” method tends to

be dominant nowadays ‘therefore, knowledge of leamers is fully necessary in teaching career

According to the opinions of the inlerviewees, “leachers’ professional altitudes and values in language teaching” are also highly important for improving educational process Attitudes are closely related to teachers’ strategies for coping wilh challenges in their teaching job From thon, teachers can shape their students?’ learning environment, promote their motivation and achievement As the interviewee 2 indicated: “in the light of integration and development, English is considered as a communicative (ool to exchange information between countries in

the world English teacher is one of the main factors that can help improving the

quality of students’ muicom

In domain IV, “practicing cooperation, collaboration, & teamwork m language

teaching”, and “professional development and life-long leaming” are the top

priorities lor the targeted Leachers However, interview 2 and 3 showed that

“demonstrating professionalism in language teaching” is the competency that seems

to be ideal in teaching career Ilence, it is not the most prominent factor for the targeted teachers in the contemporary time

Finally, according to interviewee 3, “practice & context of language teaching” is the domain that consists of the vital competencies for the targeted teachers

Understanding the essence of conmecting inside and oulside of the classroom will

make the English teachers to be more knowledgeable Lispecially, the combination between ongoing reflection and improvement throughout their career is completely

necessary for the largeted teachers in professional development

25

In brief, all of the five domains in Vietnam’s ETCF are entirely important to the

targeted teachers Especially, knowledge of language; cultures of English speaking

countries; knowledge of teaching, knowledge of learners; practicing cooperation, collaboration, & teamwork in language teaching; professional development and life-

long learning; practice & context of language teaching are the foremost

competencies that the student teachers needed the most according to the trainers’

perspectives

3.1.2 The needed competencies for the targeted MA students from their own perspectives

A five-point Likert scale is used and the options are “very unimportant,

unimportant, undecided, important, very important” represented as 1, 2, 3, 4, and 5 respectively

3.1.2.1 Domain 1: Knowledge of Language, Language Learning & Language

Content and Curriculum

In domain I, there are six competencies to explore the student teachers’ perspectives of their training needs in knowledge of language, language learning &

language content and curriculum

Figure 1.1: Student teachers’ perspectives in knowledge of language &

Overall, the majority of the subjects indicated that they felt the necessity for

improving every competency, while a small minority did not think that they need

further training in the current situation

Particularly, more than 90% of the participants showed the highest need in

improving competency 1-1a “teacher’s language proficiency”, including item 1-lal

(I can use English at the level required for my teaching (B2 or C1)) and item 1.1a2

(I can find opportunities to strengthen my English proficiency) Similarly, they also

expressed their high concerns towards competency 1.2 “language as a system” That

means, understanding and teaching English sounds, word parts, word meanings, and

word order at the primary and secondary level need to be enhanced

However, a small minority did not feel it necessary to be trained in competency

1.1b “working knowledge of Common European Framework” That is,

understanding the CEF/KNLNN proficiency descriptors at the levels then applying

that knowledge to their teaching practice are not really important for them to get

further training

Figure 1.2: Student teachers’ perspectives in language content & curriculum

mVery unimportant #Unimportant Undecided mimportant m™ Very important

Overall, the majority of the participants need further training in these

competencies, whereas the rests fall into ‘undecided’ and ‘unimportant’ choices of

being involved in the training programs

27

According to the chart, it would appear that “cultures of English-speaking

countries” is the most needed competency In detail, addressing the three statements

m this competency, around 90% of the participants felt both ‘very important’ and

‘important’ to expand cultures of English speaking countries knowledge Around

85% of the participants also indicated that competency 1.6 “language curriculum”,

including item 1.6a (1 understand the English curriculum I’m required to use) and

1.6b (I can use textbooks and required curriculum objectives when planning

lessons), plays an important roles in their teaching and need being up-to-date

However, regarding to the competency 1.5 “academic content in English”, a

quarter of the participants perceived that using English literature, cultural texts

(websites, songs, TV etc) and English academic texts to teach language and content

is not really necessary to be involved in the training programs

3.1.2.2 Domain 2: Knowledge of Language Teaching

In domain II, there are six competencies to explore the student teachers’

perspectives of their training needs in knowledge of language teaching

Figure 2.1: Student teachers’ perspectives in language teaching methodology,

lesson planning & conducting a lesson

In general, the data demonstrates that a great percentage of the subjects felt both

whereas there was a small number on behalf of participants who responded

‘undecided’ and ‘unimportant’ in getting further training in the current situation

Tt can be seen that with more than 90% of people (‘important’ and ‘very

important’), “language teaching methodology” is the most needed competency

They showed that the competency including item 2.1a (I know many strategies and

techniques to integrate the 4 skills), item 2.1b (J can use many strategies and

techniques to integrate 4 skills), item 2.1¢ (I can use this methodology to integrate

the 4 skills for authentic communication), and item 2.14 (I can use this methodology

to integrate 4 skills to teach different kinds of learners) would be the top priorities

in the training programs

However, apart from a large number of people felt necessary to improve

competency 2.2 “lesson planning” including item 2.2a (J can understand what kinds

of lessons, assignments and activities teach content, integrate skills, and help

students learn English), and item 2.2b (I can plan effective lessons and design assignments and activities to teach content, integrate skills and help students learn

English), less than 10% of them did not show their major concerns to this competency

Figure 2.2: Student teachers’ perspectives in assessment of language learning,

resources and technology for language teaching

Very unimportant ™Unimportant m= Undecided m important = Very important

Overall, the majority of the participants felt both ‘important’ and ‘very

insignificant amount of them who did not feel necessary to get further training in

the current situation

With more than 96% of both ‘important’ and ‘very important’, “technology for

language teaching” is a marked competency in training The participants showed

their high needs in having computer skills and in using basic computer programs so

that they could use technology in their language teaching and learning

Among ‘undecided’ and ‘unimportant’ responses, competency 2.4 “assessment

of language learning” is a bit higher than those in competency 2.5 “resources” and

2.6 “technology for language teaching” That is, the participants were not sure about

whether the competency should be involved in the training programs or not

3.1.2.3 Domain 3: Knowledge of Language Learners

In domain Il, there are four competencies to explore the student teachers’

perspectives of their training needs in knowledge of language leamers

Figure 3: Student teachers’ perspectives in knowledge of learners

Overall, a large number of the subjects showed their high needs in training for

most of the competencies in domain III “knowledge of learners” However, in this

chart, less than a quarter of them did not decide whether they needed these

competencies in their teaching or not Only a small fraction felt ‘unimportant’,

without any choice of ‘very unimportant’

30