Luận văn exploring english grammar major students' attitudes towards and expectations for teachers' classroom activities at bien hoa specialized high school ha nam

And the last chapter, namely Recommendations for beter language teaching at English major classes int the school, puts forward some recommendations for better teaching at Linglish majo

VIETNAM NATIONAL UNIVERSITY, ITANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POST GRADUATE STUDIES

TRẢN TIIỊ THU HIẾN

EXPLORING ENGLISIT MAJOR STUDENTS’ ATTITUDES TOWARDS AND EXPECTATIONS FOR TEACHERS’

CLASSROOM ACTIVITIES AT BIEN HOA SPECIALIZED

INGI SCHOOL, ITA NAM

Nghiên cứu thái độ và kỳ vụng cửa bọc sinh chuyên tiếng Anh

về việc giảng dạy của giáo viên tại trường TIIPT Chuyên Biên Hoà, Ià Nam

M.A Minor Thesis

Field: English Methodology Code: 60 1410

ILANOI— 2010

VIETNAM NATIONAL UNIVERSITY, HANOI

DEPARTMENT OF POST GRADUATE STUDIES:

—polflc -—-—

TRAN THI THU HIEN

EXPLORING ENGLISH MAJOR STUDENTS’ ATTITUDES TOWARDS AND EXPECTATIONS FOR TEACIIERS’

CLASSROOM ACTIVITIES AT BIEN HOA SPECIALIZED

HIGH SCHOOL, HA NAM

Nghiên cứu thái độ và kỳ vụng của học sinh chuyên tiếng Anh

về việc giáng day của giáo viên

tại trường THPT Chuyên Biên Hoa, Hà Nam

M.A Minor Thesis

Ficld: English Mcthodology Code: 60 1410

Supervisor: Cao Thuy Iléng, M.A

HANOI - 2010

Scope of the study,

Methods of the study

Signifieance of the study

Format of the stuủy

* Role of learners’ attitudes

1.3 Foreign language learners’ expectation

« Definition

* Mistnatch between teachers’ intentions and learners’ expeclalions

+ Balancing the mismatch belween teachers’ intentions amd learners’

1.4 Shape of an English lesson

* Stages of'a language lesson

PART B DEVELOPMENT CTIAPTER FL THEORETICAL BACKGROUND Identifying and carrying out necessary teaching adjustments by the way of investigating students’ attitudes and expectations partially shows learner-centeredness in the

ms are also discussed in the chapter

11 The learner-centered approach

A lot of changes in education have taken place as a result of changes in educational objectives to tee! the new demands of the current time and bring aboul beller learing and teaching outcomes One of the observable changes in education is the shift in focus from teachers to learners in the teaching and learning process,

Although “leamer-cenleredness” is nol a new concepl in the world, it has been popularly developed and widely applied in education and especially in language teaching and learning for only several decades

In Victarn, learner-contersd leaching has been

ly cncouraged and promoted for a number of years The approach has boon asserled and confirmed as a big and cssontial renovation in education since 1986, at the 6 congress of Communist Party of Vietnam,

Basie Principles

In terms of principle, the learner-centered approach emphasizes the central role of learners in all classroom activities, It is stated that learning is totally determined by leamers According to Camphell (1992, pp.5-6), the main principle of lsarner-based teaching is that

“all class activities can be done using information that the Icarners themsclves bring to class”, In his view, students bring a lot with them to the classroom They all have ideas,

opinions, experiences and areas of expertise, All of this is important to them What they need Rom the English classroom is the language to express all his, and thers by thorn This viewpoint is shared and backed up by many scholars Holliday (1994, p.167) adds that the experience and knowledge students bring to the classroom is of great value to the learning

ly:

process and must be capitalized and buill upon

Learner-based teaching focuses on encouraging leamers to express their ideas fteely and “all of the activitiss, even grammar practice, are based on “here and now” of the

learners” (Campbell, 1992, p.8) Thus, it can be said that very activity in learner-centered

PART B DEVELOPMENT CTIAPTER FL THEORETICAL BACKGROUND Identifying and carrying out necessary teaching adjustments by the way of investigating students’ attitudes and expectations partially shows learner-centeredness in the

ms are also discussed in the chapter

11 The learner-centered approach

A lot of changes in education have taken place as a result of changes in educational objectives to tee! the new demands of the current time and bring aboul beller learing and teaching outcomes One of the observable changes in education is the shift in focus from teachers to learners in the teaching and learning process,

Although “leamer-cenleredness” is nol a new concepl in the world, it has been popularly developed and widely applied in education and especially in language teaching and learning for only several decades

In Victarn, learner-contersd leaching has been

ly cncouraged and promoted for a number of years The approach has boon asserled and confirmed as a big and cssontial renovation in education since 1986, at the 6 congress of Communist Party of Vietnam,

Basie Principles

In terms of principle, the learner-centered approach emphasizes the central role of learners in all classroom activities, It is stated that learning is totally determined by leamers According to Camphell (1992, pp.5-6), the main principle of lsarner-based teaching is that

“all class activities can be done using information that the Icarners themsclves bring to class”, In his view, students bring a lot with them to the classroom They all have ideas,

opinions, experiences and areas of expertise, All of this is important to them What they need Rom the English classroom is the language to express all his, and thers by thorn This viewpoint is shared and backed up by many scholars Holliday (1994, p.167) adds that the experience and knowledge students bring to the classroom is of great value to the learning

ly:

process and must be capitalized and buill upon

Learner-based teaching focuses on encouraging leamers to express their ideas fteely and “all of the activitiss, even grammar practice, are based on “here and now” of the

learners” (Campbell, 1992, p.8) Thus, it can be said that very activity in learner-centered

PART B DEVELOPMENT CTIAPTER FL THEORETICAL BACKGROUND Identifying and carrying out necessary teaching adjustments by the way of investigating students’ attitudes and expectations partially shows learner-centeredness in the

ms are also discussed in the chapter

11 The learner-centered approach

A lot of changes in education have taken place as a result of changes in educational objectives to tee! the new demands of the current time and bring aboul beller learing and teaching outcomes One of the observable changes in education is the shift in focus from teachers to learners in the teaching and learning process,

Although “leamer-cenleredness” is nol a new concepl in the world, it has been popularly developed and widely applied in education and especially in language teaching and learning for only several decades

In Victarn, learner-contersd leaching has been

ly cncouraged and promoted for a number of years The approach has boon asserled and confirmed as a big and cssontial renovation in education since 1986, at the 6 congress of Communist Party of Vietnam,

Basie Principles

In terms of principle, the learner-centered approach emphasizes the central role of learners in all classroom activities, It is stated that learning is totally determined by leamers According to Camphell (1992, pp.5-6), the main principle of lsarner-based teaching is that

“all class activities can be done using information that the Icarners themsclves bring to class”, In his view, students bring a lot with them to the classroom They all have ideas,

opinions, experiences and areas of expertise, All of this is important to them What they need Rom the English classroom is the language to express all his, and thers by thorn This viewpoint is shared and backed up by many scholars Holliday (1994, p.167) adds that the experience and knowledge students bring to the classroom is of great value to the learning

ly:

process and must be capitalized and buill upon

Learner-based teaching focuses on encouraging leamers to express their ideas fteely and “all of the activitiss, even grammar practice, are based on “here and now” of the

learners” (Campbell, 1992, p.8) Thus, it can be said that very activity in learner-centered

4 Scope of the study

Teaching activities can be various and indefinite Mowever, only activities that teachers normally conduct and perform m English lessons are taken into account in the study Besides, only English major students of three grades 10, 11 and 12 in the school are under invastigalion Tn addition, this sludy only concentratss on cxplaring their attitudes towards and expectations for what and how the teachers do in the classroom,

5 Methods of the study

During the process of collecting and analyzing the data for the rescarch, bolh quantitative and qualitative methods were employed Specifically, the data were collected via means of a written survey questionnaire —typical of quantitative method; and a group inlerview - typieal of qualitative method

6 Significance of the study

It is expected that the findings in the study will help the teachers in the school see the sirong pơïnls and weak points of their work, Information of the students’ expectations may

7 Format of the study

‘The study is organized into three parts

The first part, urodweéion, provides all the information about the rationale, aims, scope, significance and format of the study Research questions and methodology are also identified in this part

The sccond part, Development, consists of four chapters The first chapter, Theoretical Background, reviews relevant literatures In the next chapter, The study, the

selling, subjects, instruments and data analysis process of the study is presented The third

chapter is devoicd lo a detailed description of Data analysis and discussion And the last

chapter, namely Recommendations for beter language teaching at English major classes int

the school, puts forward some recommendations for better teaching at Linglish major classes

of the school,

The last part, Conciusion, presents not only a summary but also some limitations of

the research and gives some suggestions for fiarther study.

vũi

LIST OF TABLES AND CIIARTS

Charts

Chart 1 Students’ general attitudes towards language teachers’ role

Chart 2 Students’ general allitudes towards teachers’ work

Chart 3 Students’ levels of satisfaction with each of the teaching items

performed by the language teachers

Tables

Table 1 English major students’ comments on teaching and learning materials

provided by the teachers and their workload in English

‘Table 2 English major students” opinions on the frequency and quality of some

specific leaching activities

Table 3 English major students’ oxpectations for future teaching adjustments

and improvement

vi

Role of language materials

Materials development

* Common Leaching activilies in a language lesson

CHAPTER II THE STUDY

ILL Setting of the study

Brief introduction of the school

General station of English teaching and learning in the school

AL3 Instruments

ILA Data analysis process

CHAPTER Ill DATA ANALYSIS AND DISCUSSION

ILL The Survey Questionnaire

JIL LL Students’ general attitudes towards their language teachers’ roles

am] work inthe classroom,

HLA Students’ general attitudes towards language teachers’ role

in their learning

WEI 4.2 Students’ general attitudes towards teachers’ wark

TIL1.2 Students’ levels of satisfaction with each of the teaching items

carried out by the language teachers

11.1.3 Friglish major students’ comments on teaching and learning salcrials

provided by the teachers and their workload in English

L1L.1.4 English major students’ opinions on the frequency and quality of

1112.1, Reasons for satsfution

11.2.2 Reasons for dissatisfaction

11.2.3 Students’ other expectations,

CHAPTER JI¥ RECOMMENDATIONS FOR BEITER LANGUAGE

TEACHING AT ENGLISH MAJOR CLASSES IN THE §CHOOL

32

33

+

vì

1V.1 Reoommendations for teaching langtiage skills

To improve the teaching of listening skill

To improve the teaching of speaking skill IV.2 Recommendations for selecting, editing and developing teaching materials TV.3 Recommendations for applying specific teachings activities

PART C CONCLUSION

Summary of the study

Limilalions of the rescarch

Recommendations for further research

REFERENCES

APPENDIX 1 — Survey Questiannaire

APPENDIX 2 - Interview Questions

APPENDIX 3— Table 2

APPENDIX 4 - Table 3

4 Scope of the study

Teaching activities can be various and indefinite Mowever, only activities that teachers normally conduct and perform m English lessons are taken into account in the study Besides, only English major students of three grades 10, 11 and 12 in the school are under invastigalion Tn addition, this sludy only concentratss on cxplaring their attitudes towards and expectations for what and how the teachers do in the classroom,

5 Methods of the study

During the process of collecting and analyzing the data for the rescarch, bolh quantitative and qualitative methods were employed Specifically, the data were collected via means of a written survey questionnaire —typical of quantitative method; and a group inlerview - typieal of qualitative method

6 Significance of the study

It is expected that the findings in the study will help the teachers in the school see the sirong pơïnls and weak points of their work, Information of the students’ expectations may

7 Format of the study

‘The study is organized into three parts

The first part, urodweéion, provides all the information about the rationale, aims, scope, significance and format of the study Research questions and methodology are also identified in this part

The sccond part, Development, consists of four chapters The first chapter, Theoretical Background, reviews relevant literatures In the next chapter, The study, the

selling, subjects, instruments and data analysis process of the study is presented The third

chapter is devoicd lo a detailed description of Data analysis and discussion And the last

chapter, namely Recommendations for beter language teaching at English major classes int

the school, puts forward some recommendations for better teaching at Linglish major classes

of the school,

The last part, Conciusion, presents not only a summary but also some limitations of

the research and gives some suggestions for fiarther study.

4 Scope of the study

Teaching activities can be various and indefinite Mowever, only activities that teachers normally conduct and perform m English lessons are taken into account in the study Besides, only English major students of three grades 10, 11 and 12 in the school are under invastigalion Tn addition, this sludy only concentratss on cxplaring their attitudes towards and expectations for what and how the teachers do in the classroom,

5 Methods of the study

During the process of collecting and analyzing the data for the rescarch, bolh quantitative and qualitative methods were employed Specifically, the data were collected via means of a written survey questionnaire —typical of quantitative method; and a group inlerview - typieal of qualitative method

6 Significance of the study

It is expected that the findings in the study will help the teachers in the school see the sirong pơïnls and weak points of their work, Information of the students’ expectations may

7 Format of the study

‘The study is organized into three parts

The first part, urodweéion, provides all the information about the rationale, aims, scope, significance and format of the study Research questions and methodology are also identified in this part

The sccond part, Development, consists of four chapters The first chapter, Theoretical Background, reviews relevant literatures In the next chapter, The study, the

selling, subjects, instruments and data analysis process of the study is presented The third

chapter is devoicd lo a detailed description of Data analysis and discussion And the last

chapter, namely Recommendations for beter language teaching at English major classes int

the school, puts forward some recommendations for better teaching at Linglish major classes

of the school,

The last part, Conciusion, presents not only a summary but also some limitations of

the research and gives some suggestions for fiarther study.

4 Scope of the study

Teaching activities can be various and indefinite Mowever, only activities that teachers normally conduct and perform m English lessons are taken into account in the study Besides, only English major students of three grades 10, 11 and 12 in the school are under invastigalion Tn addition, this sludy only concentratss on cxplaring their attitudes towards and expectations for what and how the teachers do in the classroom,

5 Methods of the study

During the process of collecting and analyzing the data for the rescarch, bolh quantitative and qualitative methods were employed Specifically, the data were collected via means of a written survey questionnaire —typical of quantitative method; and a group inlerview - typieal of qualitative method

6 Significance of the study

It is expected that the findings in the study will help the teachers in the school see the sirong pơïnls and weak points of their work, Information of the students’ expectations may

7 Format of the study

‘The study is organized into three parts

The first part, urodweéion, provides all the information about the rationale, aims, scope, significance and format of the study Research questions and methodology are also identified in this part

The sccond part, Development, consists of four chapters The first chapter, Theoretical Background, reviews relevant literatures In the next chapter, The study, the

selling, subjects, instruments and data analysis process of the study is presented The third

chapter is devoicd lo a detailed description of Data analysis and discussion And the last

chapter, namely Recommendations for beter language teaching at English major classes int

the school, puts forward some recommendations for better teaching at Linglish major classes

of the school,

The last part, Conciusion, presents not only a summary but also some limitations of

the research and gives some suggestions for fiarther study.

vũi

LIST OF TABLES AND CIIARTS

Charts

Chart 1 Students’ general attitudes towards language teachers’ role

Chart 2 Students’ general allitudes towards teachers’ work

Chart 3 Students’ levels of satisfaction with each of the teaching items

performed by the language teachers

Tables

Table 1 English major students’ comments on teaching and learning materials

provided by the teachers and their workload in English

‘Table 2 English major students” opinions on the frequency and quality of some

specific leaching activities

Table 3 English major students’ oxpectations for future teaching adjustments

and improvement

learning activity (Gardner, 1985, p 10) Its, thus, stipulated that teachers make all efforts to motivate learners and stimulate their autonomy Research have shown that discovering learners’ altitudes, beliefs, needs and expactations is really beneficial for teachers lo develop approptiate teaching methods and adjust teaching activities, helping to bring about leamers’ satisfaction and more engagement in learning,

arried oul Lo draw learners’ bighes! level of

concentration and participation in vary lesson

In my specific teaching context, the way we teach English is based on the combination of some modern language teaching approaches including learner-centered, skill- based and lask-lsed lo oblain the objectives of teaching language communicatively This requires my colleagues and me to work hard, design diverse teaching activities in our teaching process Ilowever, despite our efforts, sometimes we realize here and there our

students lose interest in our lessons This makes us fecl rather discouraged and wonder about

Vor all the above mentioned reasons, the writer upheld a strong desire to conduct a survey roscaroh on English major students’ altitudes towards and expectations for teachers" classroom activities

2, Aims of the study

+ lo examine the school’s English major sludents? altitudes towards their language teachers’ classroom activities

- to investigate the students’ needs, interests and expectations for improvement in

English Leaching in these classes

- to suggest necessary changes that the teachers should make in their teaching process

to improve the English teaching and learning situation

3 Research questions

The siudy is carricd out le find ont the answers Lo the two nisin research questions:

1, What are students’ attitudes towards the teachers’ way of teaching?

2 What and how do the students expeet their teachers to change in their way of teaching in the future?

It is clear that the former helps to learn about students’ evaluation and reflection of what and how the teachers do in the classrooms whereas the later helps to look over students’ necds and expectations for teachers’ futurc actions To work out the answer to the Grst major question, a number of minor questions need answers as well, hey are: (1) What are the students” general altitudes towards leachers? roles and work in the classroom? (2) What in the teachers? job do the students fecl

job do the students feel dissatisfied with? Why? (4) How do the students remark upon teaching and leaming materials provided by the teachers and their workload in linglish? (5)

fied with? Why? (3) What in the Leachers”

What arc the students" apinions on the froqueney and quality af some specifie teaching activities conducted by teachers in every lesson?

learning activity (Gardner, 1985, p 10) Its, thus, stipulated that teachers make all efforts to motivate learners and stimulate their autonomy Research have shown that discovering learners’ altitudes, beliefs, needs and expactations is really beneficial for teachers lo develop approptiate teaching methods and adjust teaching activities, helping to bring about leamers’ satisfaction and more engagement in learning,

arried oul Lo draw learners’ bighes! level of

concentration and participation in vary lesson

In my specific teaching context, the way we teach English is based on the combination of some modern language teaching approaches including learner-centered, skill- based and lask-lsed lo oblain the objectives of teaching language communicatively This requires my colleagues and me to work hard, design diverse teaching activities in our teaching process Ilowever, despite our efforts, sometimes we realize here and there our

students lose interest in our lessons This makes us fecl rather discouraged and wonder about

vũi

LIST OF TABLES AND CIIARTS

Charts

Chart 1 Students’ general attitudes towards language teachers’ role

Chart 2 Students’ general allitudes towards teachers’ work

Chart 3 Students’ levels of satisfaction with each of the teaching items

performed by the language teachers

Tables

Table 1 English major students’ comments on teaching and learning materials

provided by the teachers and their workload in English

‘Table 2 English major students” opinions on the frequency and quality of some

specific leaching activities

Table 3 English major students’ oxpectations for future teaching adjustments

and improvement

vì

1V.1 Reoommendations for teaching langtiage skills

To improve the teaching of listening skill

To improve the teaching of speaking skill IV.2 Recommendations for selecting, editing and developing teaching materials TV.3 Recommendations for applying specific teachings activities

PART C CONCLUSION

Summary of the study

Limilalions of the rescarch

Recommendations for further research

REFERENCES

APPENDIX 1 — Survey Questiannaire

APPENDIX 2 - Interview Questions

APPENDIX 3— Table 2

APPENDIX 4 - Table 3

vi

Role of language materials

Materials development

* Common Leaching activilies in a language lesson

CHAPTER II THE STUDY

ILL Setting of the study

Brief introduction of the school

General station of English teaching and learning in the school

AL3 Instruments

ILA Data analysis process

CHAPTER Ill DATA ANALYSIS AND DISCUSSION

ILL The Survey Questionnaire

JIL LL Students’ general attitudes towards their language teachers’ roles

am] work inthe classroom,

HLA Students’ general attitudes towards language teachers’ role

in their learning

WEI 4.2 Students’ general attitudes towards teachers’ wark

TIL1.2 Students’ levels of satisfaction with each of the teaching items

carried out by the language teachers

11.1.3 Friglish major students’ comments on teaching and learning salcrials

provided by the teachers and their workload in English

L1L.1.4 English major students’ opinions on the frequency and quality of

1112.1, Reasons for satsfution

11.2.2 Reasons for dissatisfaction

11.2.3 Students’ other expectations,

CHAPTER JI¥ RECOMMENDATIONS FOR BEITER LANGUAGE

TEACHING AT ENGLISH MAJOR CLASSES IN THE §CHOOL

32

33

+

Vor all the above mentioned reasons, the writer upheld a strong desire to conduct a survey roscaroh on English major students’ altitudes towards and expectations for teachers" classroom activities

2, Aims of the study

+ lo examine the school’s English major sludents? altitudes towards their language teachers’ classroom activities

- to investigate the students’ needs, interests and expectations for improvement in

English Leaching in these classes

- to suggest necessary changes that the teachers should make in their teaching process

to improve the English teaching and learning situation

3 Research questions

The siudy is carricd out le find ont the answers Lo the two nisin research questions:

1, What are students’ attitudes towards the teachers’ way of teaching?

2 What and how do the students expeet their teachers to change in their way of teaching in the future?

It is clear that the former helps to learn about students’ evaluation and reflection of what and how the teachers do in the classrooms whereas the later helps to look over students’ necds and expectations for teachers’ futurc actions To work out the answer to the Grst major question, a number of minor questions need answers as well, hey are: (1) What are the students” general altitudes towards leachers? roles and work in the classroom? (2) What in the teachers? job do the students fecl

job do the students feel dissatisfied with? Why? (4) How do the students remark upon teaching and leaming materials provided by the teachers and their workload in linglish? (5)

fied with? Why? (3) What in the Leachers”

What arc the students" apinions on the froqueney and quality af some specifie teaching activities conducted by teachers in every lesson?

vì

1V.1 Reoommendations for teaching langtiage skills

To improve the teaching of listening skill

To improve the teaching of speaking skill IV.2 Recommendations for selecting, editing and developing teaching materials TV.3 Recommendations for applying specific teachings activities

PART C CONCLUSION

Summary of the study

Limilalions of the rescarch

Recommendations for further research

REFERENCES

APPENDIX 1 — Survey Questiannaire

APPENDIX 2 - Interview Questions

APPENDIX 3— Table 2

APPENDIX 4 - Table 3

vì

1V.1 Reoommendations for teaching langtiage skills

To improve the teaching of listening skill

To improve the teaching of speaking skill IV.2 Recommendations for selecting, editing and developing teaching materials TV.3 Recommendations for applying specific teachings activities

PART C CONCLUSION

Summary of the study

Limilalions of the rescarch

Recommendations for further research

REFERENCES

APPENDIX 1 — Survey Questiannaire

APPENDIX 2 - Interview Questions

APPENDIX 3— Table 2

APPENDIX 4 - Table 3

vũi

LIST OF TABLES AND CIIARTS

Charts

Chart 1 Students’ general attitudes towards language teachers’ role

Chart 2 Students’ general allitudes towards teachers’ work

Chart 3 Students’ levels of satisfaction with each of the teaching items

performed by the language teachers

Tables

Table 1 English major students’ comments on teaching and learning materials

provided by the teachers and their workload in English

‘Table 2 English major students” opinions on the frequency and quality of some

specific leaching activities

Table 3 English major students’ oxpectations for future teaching adjustments

and improvement

Vor all the above mentioned reasons, the writer upheld a strong desire to conduct a survey roscaroh on English major students’ altitudes towards and expectations for teachers" classroom activities

2, Aims of the study

+ lo examine the school’s English major sludents? altitudes towards their language teachers’ classroom activities

- to investigate the students’ needs, interests and expectations for improvement in

English Leaching in these classes

- to suggest necessary changes that the teachers should make in their teaching process

to improve the English teaching and learning situation

3 Research questions

The siudy is carricd out le find ont the answers Lo the two nisin research questions:

1, What are students’ attitudes towards the teachers’ way of teaching?

2 What and how do the students expeet their teachers to change in their way of teaching in the future?

It is clear that the former helps to learn about students’ evaluation and reflection of what and how the teachers do in the classrooms whereas the later helps to look over students’ necds and expectations for teachers’ futurc actions To work out the answer to the Grst major question, a number of minor questions need answers as well, hey are: (1) What are the students” general altitudes towards leachers? roles and work in the classroom? (2) What in the teachers? job do the students fecl

job do the students feel dissatisfied with? Why? (4) How do the students remark upon teaching and leaming materials provided by the teachers and their workload in linglish? (5)

fied with? Why? (3) What in the Leachers”

What arc the students" apinions on the froqueney and quality af some specifie teaching activities conducted by teachers in every lesson?

vì

1V.1 Reoommendations for teaching langtiage skills

To improve the teaching of listening skill

To improve the teaching of speaking skill IV.2 Recommendations for selecting, editing and developing teaching materials TV.3 Recommendations for applying specific teachings activities

PART C CONCLUSION

Summary of the study

Limilalions of the rescarch

Recommendations for further research

REFERENCES

APPENDIX 1 — Survey Questiannaire

APPENDIX 2 - Interview Questions

APPENDIX 3— Table 2

APPENDIX 4 - Table 3

PART B DEVELOPMENT CTIAPTER FL THEORETICAL BACKGROUND Identifying and carrying out necessary teaching adjustments by the way of investigating students’ attitudes and expectations partially shows learner-centeredness in the

ms are also discussed in the chapter

11 The learner-centered approach

A lot of changes in education have taken place as a result of changes in educational objectives to tee! the new demands of the current time and bring aboul beller learing and teaching outcomes One of the observable changes in education is the shift in focus from teachers to learners in the teaching and learning process,

Although “leamer-cenleredness” is nol a new concepl in the world, it has been popularly developed and widely applied in education and especially in language teaching and learning for only several decades

In Victarn, learner-contersd leaching has been

ly cncouraged and promoted for a number of years The approach has boon asserled and confirmed as a big and cssontial renovation in education since 1986, at the 6 congress of Communist Party of Vietnam,

Basie Principles

In terms of principle, the learner-centered approach emphasizes the central role of learners in all classroom activities, It is stated that learning is totally determined by leamers According to Camphell (1992, pp.5-6), the main principle of lsarner-based teaching is that

“all class activities can be done using information that the Icarners themsclves bring to class”, In his view, students bring a lot with them to the classroom They all have ideas,

opinions, experiences and areas of expertise, All of this is important to them What they need Rom the English classroom is the language to express all his, and thers by thorn This viewpoint is shared and backed up by many scholars Holliday (1994, p.167) adds that the experience and knowledge students bring to the classroom is of great value to the learning

ly:

process and must be capitalized and buill upon

Learner-based teaching focuses on encouraging leamers to express their ideas fteely and “all of the activitiss, even grammar practice, are based on “here and now” of the

learners” (Campbell, 1992, p.8) Thus, it can be said that very activity in learner-centered

4 Scope of the study

Teaching activities can be various and indefinite Mowever, only activities that teachers normally conduct and perform m English lessons are taken into account in the study Besides, only English major students of three grades 10, 11 and 12 in the school are under invastigalion Tn addition, this sludy only concentratss on cxplaring their attitudes towards and expectations for what and how the teachers do in the classroom,

5 Methods of the study

During the process of collecting and analyzing the data for the rescarch, bolh quantitative and qualitative methods were employed Specifically, the data were collected via means of a written survey questionnaire —typical of quantitative method; and a group inlerview - typieal of qualitative method

6 Significance of the study

It is expected that the findings in the study will help the teachers in the school see the sirong pơïnls and weak points of their work, Information of the students’ expectations may

7 Format of the study

‘The study is organized into three parts

The first part, urodweéion, provides all the information about the rationale, aims, scope, significance and format of the study Research questions and methodology are also identified in this part

The sccond part, Development, consists of four chapters The first chapter, Theoretical Background, reviews relevant literatures In the next chapter, The study, the

selling, subjects, instruments and data analysis process of the study is presented The third

chapter is devoicd lo a detailed description of Data analysis and discussion And the last

chapter, namely Recommendations for beter language teaching at English major classes int

the school, puts forward some recommendations for better teaching at Linglish major classes

of the school,

The last part, Conciusion, presents not only a summary but also some limitations of

the research and gives some suggestions for fiarther study.

learning activity (Gardner, 1985, p 10) Its, thus, stipulated that teachers make all efforts to motivate learners and stimulate their autonomy Research have shown that discovering learners’ altitudes, beliefs, needs and expactations is really beneficial for teachers lo develop approptiate teaching methods and adjust teaching activities, helping to bring about leamers’ satisfaction and more engagement in learning,

arried oul Lo draw learners’ bighes! level of

concentration and participation in vary lesson

In my specific teaching context, the way we teach English is based on the combination of some modern language teaching approaches including learner-centered, skill- based and lask-lsed lo oblain the objectives of teaching language communicatively This requires my colleagues and me to work hard, design diverse teaching activities in our teaching process Ilowever, despite our efforts, sometimes we realize here and there our

students lose interest in our lessons This makes us fecl rather discouraged and wonder about

Vor all the above mentioned reasons, the writer upheld a strong desire to conduct a survey roscaroh on English major students’ altitudes towards and expectations for teachers" classroom activities

2, Aims of the study

+ lo examine the school’s English major sludents? altitudes towards their language teachers’ classroom activities

- to investigate the students’ needs, interests and expectations for improvement in

English Leaching in these classes

- to suggest necessary changes that the teachers should make in their teaching process

to improve the English teaching and learning situation

3 Research questions

The siudy is carricd out le find ont the answers Lo the two nisin research questions:

1, What are students’ attitudes towards the teachers’ way of teaching?

2 What and how do the students expeet their teachers to change in their way of teaching in the future?

It is clear that the former helps to learn about students’ evaluation and reflection of what and how the teachers do in the classrooms whereas the later helps to look over students’ necds and expectations for teachers’ futurc actions To work out the answer to the Grst major question, a number of minor questions need answers as well, hey are: (1) What are the students” general altitudes towards leachers? roles and work in the classroom? (2) What in the teachers? job do the students fecl

job do the students feel dissatisfied with? Why? (4) How do the students remark upon teaching and leaming materials provided by the teachers and their workload in linglish? (5)

fied with? Why? (3) What in the Leachers”

What arc the students" apinions on the froqueney and quality af some specifie teaching activities conducted by teachers in every lesson?

PART B DEVELOPMENT CTIAPTER FL THEORETICAL BACKGROUND Identifying and carrying out necessary teaching adjustments by the way of investigating students’ attitudes and expectations partially shows learner-centeredness in the

ms are also discussed in the chapter

11 The learner-centered approach

A lot of changes in education have taken place as a result of changes in educational objectives to tee! the new demands of the current time and bring aboul beller learing and teaching outcomes One of the observable changes in education is the shift in focus from teachers to learners in the teaching and learning process,

Although “leamer-cenleredness” is nol a new concepl in the world, it has been popularly developed and widely applied in education and especially in language teaching and learning for only several decades

In Victarn, learner-contersd leaching has been

ly cncouraged and promoted for a number of years The approach has boon asserled and confirmed as a big and cssontial renovation in education since 1986, at the 6 congress of Communist Party of Vietnam,

Basie Principles

In terms of principle, the learner-centered approach emphasizes the central role of learners in all classroom activities, It is stated that learning is totally determined by leamers According to Camphell (1992, pp.5-6), the main principle of lsarner-based teaching is that

“all class activities can be done using information that the Icarners themsclves bring to class”, In his view, students bring a lot with them to the classroom They all have ideas,

opinions, experiences and areas of expertise, All of this is important to them What they need Rom the English classroom is the language to express all his, and thers by thorn This viewpoint is shared and backed up by many scholars Holliday (1994, p.167) adds that the experience and knowledge students bring to the classroom is of great value to the learning

ly:

process and must be capitalized and buill upon

Learner-based teaching focuses on encouraging leamers to express their ideas fteely and “all of the activitiss, even grammar practice, are based on “here and now” of the

learners” (Campbell, 1992, p.8) Thus, it can be said that very activity in learner-centered

vũi

LIST OF TABLES AND CIIARTS

Charts

Chart 1 Students’ general attitudes towards language teachers’ role

Chart 2 Students’ general allitudes towards teachers’ work

Chart 3 Students’ levels of satisfaction with each of the teaching items

performed by the language teachers

Tables

Table 1 English major students’ comments on teaching and learning materials

provided by the teachers and their workload in English

‘Table 2 English major students” opinions on the frequency and quality of some

specific leaching activities

Table 3 English major students’ oxpectations for future teaching adjustments

and improvement

4 Scope of the study

Teaching activities can be various and indefinite Mowever, only activities that teachers normally conduct and perform m English lessons are taken into account in the study Besides, only English major students of three grades 10, 11 and 12 in the school are under invastigalion Tn addition, this sludy only concentratss on cxplaring their attitudes towards and expectations for what and how the teachers do in the classroom,

5 Methods of the study

During the process of collecting and analyzing the data for the rescarch, bolh quantitative and qualitative methods were employed Specifically, the data were collected via means of a written survey questionnaire —typical of quantitative method; and a group inlerview - typieal of qualitative method

6 Significance of the study

It is expected that the findings in the study will help the teachers in the school see the sirong pơïnls and weak points of their work, Information of the students’ expectations may

7 Format of the study

‘The study is organized into three parts

The first part, urodweéion, provides all the information about the rationale, aims, scope, significance and format of the study Research questions and methodology are also identified in this part

The sccond part, Development, consists of four chapters The first chapter, Theoretical Background, reviews relevant literatures In the next chapter, The study, the

selling, subjects, instruments and data analysis process of the study is presented The third

chapter is devoicd lo a detailed description of Data analysis and discussion And the last

chapter, namely Recommendations for beter language teaching at English major classes int

the school, puts forward some recommendations for better teaching at Linglish major classes

of the school,

The last part, Conciusion, presents not only a summary but also some limitations of

the research and gives some suggestions for fiarther study.

vì

1V.1 Reoommendations for teaching langtiage skills

To improve the teaching of listening skill

To improve the teaching of speaking skill IV.2 Recommendations for selecting, editing and developing teaching materials TV.3 Recommendations for applying specific teachings activities

PART C CONCLUSION

Summary of the study

Limilalions of the rescarch

Recommendations for further research

REFERENCES

APPENDIX 1 — Survey Questiannaire

APPENDIX 2 - Interview Questions

APPENDIX 3— Table 2

APPENDIX 4 - Table 3

4 Scope of the study

Teaching activities can be various and indefinite Mowever, only activities that teachers normally conduct and perform m English lessons are taken into account in the study Besides, only English major students of three grades 10, 11 and 12 in the school are under invastigalion Tn addition, this sludy only concentratss on cxplaring their attitudes towards and expectations for what and how the teachers do in the classroom,

5 Methods of the study

During the process of collecting and analyzing the data for the rescarch, bolh quantitative and qualitative methods were employed Specifically, the data were collected via means of a written survey questionnaire —typical of quantitative method; and a group inlerview - typieal of qualitative method

6 Significance of the study

It is expected that the findings in the study will help the teachers in the school see the sirong pơïnls and weak points of their work, Information of the students’ expectations may

7 Format of the study

‘The study is organized into three parts

The first part, urodweéion, provides all the information about the rationale, aims, scope, significance and format of the study Research questions and methodology are also identified in this part

The sccond part, Development, consists of four chapters The first chapter, Theoretical Background, reviews relevant literatures In the next chapter, The study, the

selling, subjects, instruments and data analysis process of the study is presented The third

chapter is devoicd lo a detailed description of Data analysis and discussion And the last

chapter, namely Recommendations for beter language teaching at English major classes int

the school, puts forward some recommendations for better teaching at Linglish major classes

of the school,

The last part, Conciusion, presents not only a summary but also some limitations of

the research and gives some suggestions for fiarther study.

vi

Role of language materials

Materials development

* Common Leaching activilies in a language lesson

CHAPTER II THE STUDY

ILL Setting of the study

Brief introduction of the school

General station of English teaching and learning in the school

AL3 Instruments

ILA Data analysis process

CHAPTER Ill DATA ANALYSIS AND DISCUSSION

ILL The Survey Questionnaire

JIL LL Students’ general attitudes towards their language teachers’ roles

am] work inthe classroom,

HLA Students’ general attitudes towards language teachers’ role

in their learning

WEI 4.2 Students’ general attitudes towards teachers’ wark

TIL1.2 Students’ levels of satisfaction with each of the teaching items

carried out by the language teachers

11.1.3 Friglish major students’ comments on teaching and learning salcrials

provided by the teachers and their workload in English

L1L.1.4 English major students’ opinions on the frequency and quality of

1112.1, Reasons for satsfution

11.2.2 Reasons for dissatisfaction

11.2.3 Students’ other expectations,

CHAPTER JI¥ RECOMMENDATIONS FOR BEITER LANGUAGE

TEACHING AT ENGLISH MAJOR CLASSES IN THE §CHOOL

32

33

+

PART B DEVELOPMENT CTIAPTER FL THEORETICAL BACKGROUND Identifying and carrying out necessary teaching adjustments by the way of investigating students’ attitudes and expectations partially shows learner-centeredness in the

ms are also discussed in the chapter

11 The learner-centered approach

A lot of changes in education have taken place as a result of changes in educational objectives to tee! the new demands of the current time and bring aboul beller learing and teaching outcomes One of the observable changes in education is the shift in focus from teachers to learners in the teaching and learning process,

Although “leamer-cenleredness” is nol a new concepl in the world, it has been popularly developed and widely applied in education and especially in language teaching and learning for only several decades

In Victarn, learner-contersd leaching has been

ly cncouraged and promoted for a number of years The approach has boon asserled and confirmed as a big and cssontial renovation in education since 1986, at the 6 congress of Communist Party of Vietnam,

Basie Principles

In terms of principle, the learner-centered approach emphasizes the central role of learners in all classroom activities, It is stated that learning is totally determined by leamers According to Camphell (1992, pp.5-6), the main principle of lsarner-based teaching is that

“all class activities can be done using information that the Icarners themsclves bring to class”, In his view, students bring a lot with them to the classroom They all have ideas,

opinions, experiences and areas of expertise, All of this is important to them What they need Rom the English classroom is the language to express all his, and thers by thorn This viewpoint is shared and backed up by many scholars Holliday (1994, p.167) adds that the experience and knowledge students bring to the classroom is of great value to the learning

ly:

process and must be capitalized and buill upon

Learner-based teaching focuses on encouraging leamers to express their ideas fteely and “all of the activitiss, even grammar practice, are based on “here and now” of the

learners” (Campbell, 1992, p.8) Thus, it can be said that very activity in learner-centered