THE STUDY
Setting of the study
Brief introduction of the school
The study was conducted at Bien Hoa Specialized School, which is the only specialized one in Hanam province It is a small school set up in 1959 and often consists of
The school offers 30 specialized classes in subjects such as mathematics, informatics, physics, chemistry, biology, literature, history, geography, English, and Russian With class sizes capped at 35 students, it provides an ideal environment for effective teaching and learning Committed to nurturing talent for both the province and the nation, the school is recognized as the best in the region, despite its limited resources, due to its high standards of student and teacher quality and exceptional educational achievements.
Each year, numerous talented students from lower secondary schools in the province face a rigorous entrance examination to gain admission into one of the ten specialized classes offered in grades 10, 11, and 12 These classes focus on various subjects, and students must demonstrate their abilities in the entrance exams The school boasts an impressive track record, with around 90% of its students successfully passing university entrance exams annually Particularly in English, students from the three English major classes consistently excel in provincial gifted student examinations, achieving remarkable results over the past five years Notably, 100% of participants from 2007 to 2009 received awards, and in 2010, seven out of eight students were also recognized for their achievements.
The school boasts a dedicated team of over 90 teachers, with nearly half being recent graduates who excelled academically, ensuring a high standard of education The remaining staff members are seasoned educators of varying ages, bringing valuable teaching experience to the classroom.
General situation of English teaching and learning in the school
There are 8 English teachers responsible for instructing students in 24 non-English major classes, yet only 6 of these teachers participate in teaching English to 3 of the classes each year.
English major classes face significant challenges despite the enthusiasm of their teachers Many students, hailing from rural areas, exhibit reserved behavior and rely heavily on their instructors due to limited financial resources that restrict access to supplementary English materials The current curriculum, based on the textbooks Advance English 10, 11, and 12, fails to meet students' needs, offering insufficiently challenging content and minimal support for developing advanced skills While speaking and writing tasks are beneficial, the exercises for receptive skills are overly simplistic and do not effectively enhance reading or listening abilities Additionally, the limited number of lessons in these textbooks does not align with the extensive English instruction time, which averages 11 periods per week Consequently, teachers must frequently create and adapt their own teaching materials, as there is no formal syllabus in place for these classes.
A study was conducted involving 100 English major students from Bien Hoa Specialized High School, comprising 32 from the 10th grade, 33 from the 11th grade, and 35 from the 12th grade Aged between 16 to 18, these students were all high achievers, having passed a rigorous entrance exam to join the program, and many had excelled in significant English assessments for gifted learners By the time of the survey, conducted at the start of the second semester, all participants had been engaged with their English teachers for at least 10 months, ensuring they were well-acquainted with the teaching methods employed This background provided a solid foundation for the students to offer reliable insights and honest evaluations in the survey.
Instruments
Questionnaires are a widely used and effective method for data collection, as noted by Scharle (2000) and Wallace (2001) They enable researchers to gather a large volume of data quickly and allow respondents to provide honest answers without hesitation Furthermore, questionnaires can include both closed and open-ended questions, giving informants the opportunity to express their opinions freely Additionally, the uniformity of responses makes it easier for researchers to summarize, analyze, and report the data efficiently.
To gather comprehensive insights into students' satisfaction and dissatisfaction with teachers' performance, a questionnaire was utilized as the primary research tool Additionally, follow-up interviews were conducted to delve deeper into students' expectations and the underlying reasons behind their feedback.
A questionnaire was distributed to 100 students, with all instructions and questions provided in Vietnamese to ensure clear understanding To encourage respondents to share their thoughts freely, the questionnaire included a mix of both close-ended and open-ended questions.
The survey questionnaire is designed based on a literature review of teachers' roles and common teaching activities in language classrooms, supported by the researcher’s personal observations of colleagues It consists of two sections: the first section includes five questions aimed at assessing students' attitudes and evaluations of teachers' classroom activities The initial three questions explore students' general perceptions of teachers' roles and their satisfaction levels, with open-ended questions to gather insights on their satisfaction or dissatisfaction The fourth question seeks feedback on teaching materials and workload, while the fifth focuses on students' views regarding the frequency and quality of specific teaching activities The second section features a single question that combines closed and open-ended formats to investigate students' expectations for future teaching improvements.
To prevent student disengagement and ensure they approached the survey seriously, the researcher actively participated in the classes, providing detailed explanations and instructions while observing the respondents as they completed the questionnaire.
Twenty students were randomly selected from the class respondents to participate in a structured interview conducted in Vietnamese, ensuring accurate and consistent responses The interviews were audio-taped, transcribed, and translated into English for research purposes, with the complete transcript available in Appendix 2 The interview questions were designed to encourage students to identify the strengths and weaknesses of their teachers, discuss their levels of satisfaction or dissatisfaction, and express their desires for future teaching improvements.
The data gathered from two distinct sources were organized into several key areas: (1) the general attitudes of English major students towards the roles and responsibilities of their teachers in the classroom; (2) the students' satisfaction levels regarding various teaching methods employed by language instructors; (3) feedback from students on the teaching and learning materials provided, as well as their overall workload in English; (4) students' assessments of the frequency and quality of specific teaching activities; (5) the reasons behind students' satisfaction or dissatisfaction with language teaching practices; and (6) students' expectations for future enhancements and adjustments in teaching methods.
The findings presented in this study address the initial research questions, utilizing charts, tables, and participant quotes for clarity The analysis was conducted through both descriptive and interpretive methods, ensuring a comprehensive understanding of the data.
DATA ANALYSIS AND DISCUSSION
The Survey Questionnaire……………………………………… 1 Students’ general attitudes towards their language teachers’ roles and work in the classroom 1.1 Students’ general attitudes towards language teachers’ role in their learning 24 24
III.1.1 Students’ general attitudes towards their language teachers’ roles and work in the classroom
III.1.1.1 Students’ general attitudes towards language teachers’ role in their learning
Chart 1 Students' general attitudes towards language teachers' role
According to Chart 1, the majority of students, 95%, value the role of their teachers in the learning process, considering them important or very important However, 5% of students perceive teachers as less significant or not important at all This minority may either possess sufficient English proficiency to self-learn or struggle to make progress despite their teachers' support If the latter is true, it is crucial for teachers to identify effective strategies to ensure that all students can improve their English skills.
III.1.1.2 Students’ general attitudes towards teachers’ work
Chart 2 shows students' levels of satisfaction with language teaching quality at their classes Although, as revealed in the first chart, most students see the important roles of the teachers to their learning, only three of them (also equivalent to 3%) feel quite satisfied whereas approximately half of them (46%) feel dissatisfied with the teaching quality at their classes Fortunately, none of the respondents feel quite disappointed at the quality of English teaching The rest accounting for a little more than half of the respondents feel satisfied Perhaps, the fairly high percentage of dissatisfaction attitude among the informants implies some limitations or problems in the job of language teaching in the school Thus, underlying causes of these problems must be uncovered and measures of action to tackle the problems must be taken
Open-ended questions in surveys and interviews are invaluable for researchers, as they provide deep insights into students' satisfaction or dissatisfaction with English learning, helping to uncover underlying issues and reasons behind their experiences.
Chart 2 Students' general attitudes towards teachers' work
Quite satisfied Satisfied Not satisfied Quite dissatisfied
III.1.2 Students’ levels of satisfaction with each of the teaching items carried out by the language teachers
The bar chart illustrates varying levels of student satisfaction regarding different aspects of English teaching by language instructors Overall, nearly all respondents report satisfaction with the teaching of reading, writing, and particularly grammar and vocabulary In contrast, there is a notable level of dissatisfaction concerning the instruction of listening and speaking skills.
The teaching of grammar and vocabulary boasts the highest satisfaction rate among respondents, with only 2% expressing dissatisfaction This can be attributed to the familiarity that both students and teachers have with these areas, making them easier to teach and learn compared to the four basic language skills Furthermore, grammar and vocabulary are essential for success in nearly all English tests, leading to greater emphasis on these topics during instruction, which in turn results in better student performance and higher satisfaction levels Additionally, a significant percentage of students report satisfaction with their teachers' instruction in writing and reading, at 92% and 85% respectively This is also understandable, as reading and writing are heavily featured in provincial and national examinations, prompting both teachers and students to prioritize these skills, ultimately leading to positive learning outcomes and satisfaction.
Reading skill Listening skill Speaking skill Writing skill Grammar&Vocabulary
Chart 3 Students' levels of satisfaction with each of the teaching items performed by the language teachers
Very satisfied Satisfied Not satisfied Very dissatisfied
A significant dissatisfaction exists among informants regarding the teaching of listening and speaking skills, with reports indicating 96% and 100% discontent, respectively This high level of dissatisfaction may stem from students' limited progress in these essential communicative skills Several factors contribute to this issue, including the perception that speaking and listening are the most challenging skills for both teachers to instruct and students to master Additionally, obstacles in the classroom hinder effective teaching and learning; many students exhibit reserved and passive behaviors when practicing English communicatively and lack proper motivation Furthermore, teachers may struggle with their own communicative competence in English, as they often have limited opportunities to practice these skills themselves.
English language skills are often neglected outside the classroom due to a test-oriented educational system Listening skills are only assessed in national examinations, which select only the top six students each year, while speaking skills are not evaluated at all in periodic tests This lack of assessment contributes to decreased interest and effectiveness in teaching and learning these vital skills, as highlighted by students' perspectives on pedagogical approaches.
Many students believe that, despite teachers' effectiveness in teaching writing, reading, grammar, and vocabulary, there remains a significant issue with the instruction of listening and speaking skills, leading to dissatisfaction The reasons behind students' varying attitudes towards English teaching, gathered from open-ended questionnaire responses, will be discussed later in this paper It is essential for both teachers and students to identify strategies to enhance the current teaching methods.
III.1.3 English major students’ comments on teaching and learning materials provided by the teachers and their workload in English
Table 1 English major students’ comments on teaching and learning materials provided by the teachers and their workload in English
The table presents the students' comments, opinions on both the teaching and learning materials provided by the teachers and their workload in English
A recent analysis of language materials indicates that while 93% of participants acknowledge the variety of these resources and over a quarter find them suitable for their learning abilities, a significant 81% consider them to be unappealing Notably, none of the participants perceive the materials as too easy; rather, about 25% find them overly challenging Additionally, only 6% of respondents view the materials as attractive, with 13% labeling them unattractive and 7% deeming them simple.
A survey revealed that 75% of respondents feel they have an adequate amount of English language tasks, with no one indicating they receive too few assignments However, a minority believes they are overwhelmed with their English workload The reasons behind this perspective will be explored in a follow-up interview, which will be detailed later in the article.
In conclusion, while teachers have successfully provided a variety of materials suitable for students' learning abilities, these resources lack the engagement necessary to captivate students' interest Therefore, it is crucial for educators to enhance their efforts in delivering more appealing and stimulating materials Additionally, the adjustment of students' learning workloads requires further attention to optimize their educational experience.
III.1.4 English major students’ opinions on the frequency and quality of some specific teaching activities
Information on students' opinions on the frequency and quality of some specific classroom activities normally conducted by the teachers in every lesson is presented in table
Among ten popular teaching activities, giving brief and clear instructions (96%) and providing regular feedback on student performance (79%) are the most frequently employed by teachers Remarkably, a similar high percentage of respondents believe that teachers excel in these areas (96% and 74%) This indicates that teachers recognize the significance of these practices in facilitating effective English learning These commonly used activities significantly enhance student interest, help clarify specific goals, and encourage accurate performance in English Consequently, these activities are essential for all teachers across subjects to implement in every lesson.
Teachers frequently engage students in discussions about learning topics before and after lessons, assist with brainstorming, and introduce new key terms and structures found in reading and listening materials Additionally, they regularly test, evaluate, mark, and grade students' learning, as indicated by a small percentage of respondents.
A significant majority of informants, 71% and 82%, indicate that teachers frequently employ two key activities: facilitating discussions among students about learning topics before and after lessons, and assisting students in brainstorming or introducing new key terms and structures relevant to upcoming reading or listening materials However, the latter activity is reported to be more prevalent, with 31% and 73% of informants highlighting its importance These strategies are effective in activating students, reinforcing their knowledge and skills, and enhancing the overall learning experience Teachers seem to recognize the benefits of these approaches, leading to their consistent application in the classroom.
Classroom teaching activities that are infrequently implemented include organizing pair, group, and individual work, facilitating classroom discussions, participating in student discussions, and providing necessary aids or prompts during learning tasks Additionally, incorporating language games and utilizing audio-visual aids such as pictures, tapes, videos, worksheets, and workcards are essential yet often overlooked strategies for enhancing student engagement and learning outcomes.
Applying rewards and punishment policy This is reported by the majority of the informants
The follow-up interview……………………………………… 1 Reasons for satisfaction ……………………………………… 2 Reasons for dissatisfaction…………………………………… 3 Students’ other expectations………………………………… 32 32 32 33
During the interviews, respondents eagerly shared additional insights, allowing the researcher to gain a deeper understanding of the current state of language teaching The questions primarily focused on their feelings regarding the aspects of language instruction that they found satisfying or unsatisfactory Furthermore, the interviews aimed to gather students' suggestions on how to create more engaging, appealing, and effective English lessons.
Most students express a positive attitude towards their teachers' roles and the quality of teaching, particularly appreciating how teachers handle writing, reading, grammar, and vocabulary They are especially satisfied with teachers' pleasant voices and strong English pronunciation, as well as their excellent command of English grammar and vocabulary, which enables them to provide a diverse range of practice exercises Teachers offer clear instructions for various writing types and frequently assign writing tasks, providing thoughtful feedback and corrections The writing topics are engaging and popular, while reading practices are varied and effective, enhancing students' vocabulary and grammatical structures through exposure to diverse reading materials As a result, students often achieve good marks in practice tests related to writing, reading, grammar, and vocabulary.
While teachers possess notable strengths in their roles, students have expressed concerns about certain issues in daily teaching practices that contribute to their dissatisfaction and hinder their learning outcomes.
The findings reveal that most students are dissatisfied with their teachers' methods for teaching speaking and listening skills Interviewees attribute this disappointment to several key factors.
In speaking lessons, students have limited opportunities to practice English as teachers dominate the conversation, often using Vietnamese instead While group and pair work is occasionally implemented, it proves ineffective due to students' reservations and lack of confidence, compounded by unfamiliar speaking topics Consequently, only a few students get the chance to present, hindering their speaking ability and leading to discouragement and disinterest in speaking practice.
Many teachers assign listening tasks that do not align with their students' abilities, leading to frustration among learners Most students find these tasks overly challenging due to the presence of unfamiliar vocabulary and topics, which they lack background knowledge about This disconnect hinders their comprehension and ability to answer questions accurately Consequently, only a few gifted students show improvement in their listening skills, while the majority become disheartened by listening lessons.
The interview respondents expressed dissatisfaction with certain teaching activities, particularly regarding grammar and vocabulary instruction Many students feel that the exercises assigned are often too challenging and unnecessary They also voiced concerns about their heavy English workload, stating that the volume of homework and revision leaves little time for other subjects The difficulty of the exercises further exacerbates this issue, requiring significant time investment Additionally, students find the English learning atmosphere to be boring and lacking in engagement, attributing this to a rigid teaching approach that fails to incorporate innovative and stimulating methods.
Besides of the findings about the students‟ expectations obtained from the survey questionnaire, a great deal of information on their needs and interests is supplemented through the interview
Participants in the English teaching and learning activities express a strong desire for positive changes, particularly the opportunity to engage with native speakers and join a school-organized English club They seek more language games and increased practice in pair and group work, alongside a greater emphasis on speaking and listening skills in the classroom Additionally, respondents wish for teachers to be more approachable and involved in discussions, providing guidance to help them tackle learning tasks effectively There is a notable interest in how teachers conduct assessments, as these practices help students gauge their efforts and abilities relative to their peers Many students also request strategies for memorizing vocabulary and structures, as they struggle with retention despite their efforts Ultimately, they hope for recommendations on supplementary listening materials to enhance their English practice at home.
In conclusion, the insights gained from follow-up interviews are invaluable in understanding students' positive and negative attitudes towards teaching These interviews not only clarify students' expectations for improvements in language instruction but also identify strengths and weaknesses in the teaching process This information provides a foundation for teachers to make necessary adjustments to their methods, ultimately fostering positive attitudes among students and addressing any negative perceptions.
RECOMMENDATIONS FOR BETTER LANGUAGE
LANGUAGE TEACHING AT ENGLISH MAJOR CLASSES
The survey and interview data reveal that students hold diverse attitudes and expectations regarding their teachers' classroom activities, highlighting a significant gap between teaching styles and learners' preferences in three English major classes These findings provide valuable insights for the researcher and her colleagues, allowing them to identify both the strengths and limitations of their current teaching practices Consequently, the results inform suggestions aimed at enhancing language teaching and learning to better meet student needs.
IV.1 Recommendations for teaching language skills
Many students express dissatisfaction with the teaching of speaking and listening skills, highlighting a strong desire for improvement in these areas To address this concern and eliminate negative attitudes among students, it is essential for educators to implement changes in their teaching methods promptly.
To improve the teaching of listening skill
To enhance the quality of listening lessons, teachers should implement key changes, starting with the selection of engaging and authentic listening materials that resonate with students, such as songs, news pieces, stories, or poems Incorporating a mix of easy and challenging questions in listening tasks can help prevent student frustration and promote a more positive learning experience Additionally, facilitating discussions on listening topics through brainstorming and predicting activities, along with introducing unfamiliar vocabulary and structures before playing audio, is crucial By adopting these strategies, teachers can make listening practice more engaging and effective, ultimately improving students' listening skills, vocabulary, and overall knowledge of English.
To improve the teaching of speaking skill
Teachers should prioritize practicing English speaking in the classroom to enhance their fluency If they lack confidence in their speaking skills, it's essential to create a comprehensive lesson plan that considers various topics to facilitate more opportunities for speaking practice during lessons.
The researcher suggests that teachers implement specific classroom regulations during speaking lessons to encourage the use of English For instance, students who speak Vietnamese could face light-hearted penalties, such as cleaning the floor, singing a song, or sharing a past experience, ensuring that these consequences do not harm their self-esteem This approach aims to cultivate a habit of speaking English among all students in the class.
Teachers should regularly facilitate students' oral presentations on various topics before and after reading, writing, or listening lessons This approach emphasizes the importance of integrated skill teaching in every language lesson.
To enhance students' English speaking skills, it is essential to consistently encourage and motivate them through various methods For example, students who volunteer for oral presentations can receive extra marks or rewards, while engaging listening games and competitions can offer enticing prizes for winners Additionally, promoting pair and group discussions fosters collaboration, and teachers should actively participate and provide constructive feedback to further support student engagement.
An English speaking club should be established and regularly organized within the school, allowing every student to participate Teachers should assist in planning engaging programs that include a variety of useful and interesting activities for each meeting Joining this club will enhance students' English communication skills, broaden their knowledge, provide enjoyment, and foster friendships.
The researcher firmly believes that to enhance English teaching and learning, both speaking and listening skills must be regularly assessed, as teachers and students tend to focus on what is tested This approach will foster a communicative teaching environment, ultimately improving the effectiveness of listening and speaking instruction in schools.
IV.2 Recommendations for selecting, editing and developing teaching materials
Teachers must exercise caution when selecting materials for English instruction, adhering to specific guidelines to ensure effectiveness The chosen materials should align with students' learning abilities and styles while being engaging and diverse Teacher-created supplementary materials are commonly utilized in English major classes, and it is crucial to incorporate authentic texts when designing language learning tasks for gifted students These texts should cover interesting topics and be adaptable to foster a progression of skills, understandings, and language elements, emphasizing both form and function Additionally, the tasks must include clear instructions, accommodate varying student abilities, and provide opportunities for integrated language use, while also promoting learner interaction and the development of essential learning skills and strategies.
IV.3 Recommendations for applying specific teaching activities
The study reveals that students desire significant improvements in their teachers' classroom activities, with the exception of grammar and vocabulary instruction Many students express interest in enhancements for activities that are infrequently conducted, indicating their importance to learners Consequently, it is essential for teachers to regularly incorporate these activities and thoughtfully consider strategies to elevate the quality of their teaching methods.
To effectively reduce students' workload in English and enhance their learning experience, teachers should consider several key strategies They must assign an appropriate amount of homework after each lesson and provide clear instructions on how to complete each language task immediately after assignment This approach will help students save valuable time Additionally, offering specific tips on effective learning strategies for different types of tasks is essential Furthermore, fostering discussions and consultations among students will encourage them to share valuable learning experiences and strategies for managing their study time at home.
To enhance teaching methodology, it is essential for teachers to engage in consultations and discussions to share experiences and devise solutions to classroom challenges By adjusting both teaching content and methods, educators can transform boring lessons into engaging and effective ones Incorporating games, audio/visual aids, and a balanced rewards/punishment policy can motivate students and boost their learning incentives Continuous development of teaching skills is crucial, as teachers must learn to flexibly apply various techniques and strategies for effective language instruction Most importantly, understanding students' characteristics, learning abilities, styles, attitudes, needs, and interests allows teachers to tailor their approaches, fostering positive attitudes toward language learning and improving the overall teaching and learning environment in schools.
Researchers advocate for increased investment in language education by national and local governments Regular teacher-training projects are essential to provide language educators with opportunities to refine their pedagogical methodologies and improve their language skills Additionally, sending teachers to English-speaking countries can help them periodically enhance their language competence.
Despite notable teaching and learning successes in the English major classes at Bien Hoa Specialized High School, both teachers and students often express dissatisfaction with the educational experience This dissatisfaction primarily stems from a significant disconnect between the teaching styles employed by instructors and the learning preferences and expectations of the students.