INTRODUCTION
BACKGROUND TO THE STUDY
Until the 1970s, research in education primarily centered on creating teaching materials and methodologies aimed at enhancing teacher behaviors However, many innovations stemming from these studies often failed to align with teachers' practical beliefs about effective teaching Consequently, these studies typically focused on prescribing specific behaviors for teachers to successfully implement new materials and methodologies, rather than considering teachers' perspectives and experiences.
Over the past 25 years, the frequent failures of educational innovations have led mainstream educational research to acknowledge the significant influence of teacher cognition on their professional lives, resulting in a substantial body of research (Borg, 2003) Consequently, the focus of teaching research has shifted towards understanding the cognitive processes that inform teachers' classroom practices, rather than merely observing their behaviors (Calderhead, 1995; Woods, 1996; Carter, 1990) This shift represents a paradigm change in the study of teaching.
Numerous authors in mainstream education acknowledge that teachers' cognitions, often held unconsciously, significantly impact their classroom behaviors and influence student learning outcomes These cognitions also play a crucial role in shaping teachers' teaching styles, as highlighted by research from Bennet (1976), Clark and Peterson (1986), Burns (1990), Nunan (1990), and Stem and Keislar (1977).
Teachers' cognitions, defined as the implicit beliefs and values regarding effective foreign language teaching and learning, are shaped by their experiences as learners (El-Okda, 2005) These tacit beliefs form a crucial part of the knowledge base that influences their teaching practices Consequently, when new teaching approaches are introduced, they often compete with established theories rooted in teachers' past experiences and biases (Freeman and Richards, 1993) If these underlying beliefs remain unexamined, educators are likely to replicate their own learning experiences, hindering their ability to explore alternative teaching methods in the classroom.
Investigating teachers' tacit beliefs is essential for recognizing challenges in implementing curricular innovations, ultimately enhancing their professional status This understanding aids educational researchers in identifying necessary supports for in-service teacher development, while also enabling teacher educators to create more effective training courses.
Communicative Language Teaching (CLT) aims to enable learners to engage in meaningful communication, and it has significantly influenced language teaching practices globally (Richard, 2006: 2).
Communicative language teaching focuses on developing all language skills in a natural and integrated way, with a particular emphasis on enhancing communication and promoting speaking abilities (Sheils, 1993).
Inspired by innovative teaching methods, English teachers at Phuong Dong University's Foreign Language Department aim to enhance students' communicative competence, particularly in speaking and listening This commitment requires them to adopt a communicative approach in their teaching rather than relying on traditional methods.
Despite the theoretical advancements of Communicative Language Teaching (CLT), its practical application varies significantly among teachers This discrepancy is evident in their differing attitudes towards the organization and implementation of communicative activities, which diverges from researchers' recommendations for enhancing learners' communicative competence For instance, while some educators prioritize mastering grammatical structures before encouraging speaking, others integrate grammar instruction during or after speaking activities Additionally, preferences for group versus whole-class discussions reflect contrasting approaches to managing student participation Furthermore, some teachers aim to boost student confidence by providing easily comprehensible materials, whereas others opt for real-life scenarios, even if they present challenges for learners.
Teaching communicative activities requires understanding both subjective and objective factors that contribute to differences in approach Beyond the insights gained from research, it is essential for teachers to possess their own comprehension of students, the activities they implement, and the materials they utilize.
This study explores the potential incompatibilities between teaching philosophies and educators' personal theories, as highlighted by Wagner (1991), and how these beliefs may shape teaching practices It examines whether teachers' beliefs significantly influence their choice of materials and activities in the classroom, as suggested by Borg (2001), and how these beliefs serve as determinants of their teaching styles (Clark and Peterson, 1986) Additionally, the research investigates the origins of these beliefs and their extent of influence on teaching practices, prompting critical questions that guide the current inquiry.
AIMS OF THE THESIS
The aim o f the present study is to fin d out the university teachers，beliefs about teaching communicative activities in speaking lessons.
Specifically, it has the following objectives:
• investigating the university teachers’ beliefs about teaching communicative activities in speaking lessons
• examining i f the teachers9 beliefs have influence on their teaching practices
In order to reach these aim s，the follow ing questions were answered:
• What are the university teachers’ beliefs about the ways communicative activities should be taưght in speaking lessons?
• How do the teachers’ beliefs influence their teaching practices?
SIGNIFICANCE OF THE STUDY
Exploring teachers' beliefs is essential for grasping the complexities of teaching, as noted by Verloop (1989) This understanding enhances the connection between educational theories and classroom practices, ultimately bridging the gap between theory and practice in language instruction Such insights are crucial when educators implement new teaching methodologies.
Phuong Dong University recruits numerous teachers annually, and understanding the beliefs of these educators can greatly benefit novice teachers observing senior colleagues' lessons This study aims to develop a valid and reliable instrument that will provide novice teachers with a nuanced understanding of the cognitive aspects of teaching, as highlighted by Clark and Lampert (1986) By doing so, novice teachers will be better equipped to identify their learning goals and focus on key elements during their observations of experienced teachers.
This study aims to explore the beliefs of EFL university teachers regarding the implementation of communicative activities in speaking lessons It seeks to contribute significantly to understanding the tacit beliefs held by foreign and second language teachers about their teaching practices, particularly in relation to grammar instruction and literacy in Teaching English as a Foreign Language (EFL) and Teaching English as a Second Language (ESL).
(լշ) contexts have been awarded some attention, however, “ other major areas, such as the teaching o f speaking and listening, remain unstudied from a teacher cognition perspective” , Borg (2003:105)
SCOPE OF THE STUDY
This study focuses on the beliefs of teachers within the English Department at Phuong Dong University, resulting in a limited number of respondents Consequently, the findings cannot be generalized to represent all EFL university teachers.
OUTLINE OF THE THESIS
Chapter I of the study outlines the theoretical framework and practical aspects, detailing the study's objectives and research questions It highlights the significance of the research and defines the scope of the thesis.
Chapter II of the literature review addresses two key issues: first, it examines teachers' beliefs and the methodologies utilized in studies on teachers' cognition; second, it explores communicative activities, including the principles for their implementation and the teacher's role within these activities.
Chapter III restates the research questions, describes the instruments design and the procedures used It also introduces the subject o f the study.
Chapter IV presents and analyzes the data collected from the Vignette Some discussions, recommendations and suggestions for fiirther studies are also presented in this chapter.Chapter V ，finally, completes the study w ith a b rief overview o f what the researcher has done.
Chapter II of the literature review addresses two key areas: first, it examines teachers' beliefs and the methodologies employed in research on teacher cognition; second, it explores communicative activities, including the principles for their implementation and the teacher's role within these activities.
Since the 1970s, numerous studies have explored teachers' beliefs, often using various synonyms such as cognition, attitude, perceptions, and conceptions Dilts (1999) defines beliefs as the judgments and evaluations individuals make about themselves, others, and their surroundings Despite this straightforward definition, beliefs are regarded as a complex psychological construct in teacher education (Pintrich, 1990), which may explain the diverse interpretations of the term "beliefs."
In his insightful article on the problems o f researching the role o f teacher beliefs, Pajares said:
Defining beliefs can be seen as a complex interplay of personal choices, often masked under various terms such as attitudes, values, judgments, and ideologies These beliefs encompass a wide range of concepts including perceptions, preconceptions, and both implicit and explicit theories They shape our internal mental processes, influence our action strategies, and guide our social interactions, reflecting the diverse ways in which individuals understand and navigate the world around them.
The researcher concluded from a literature review that beliefs are formed early in life, tend to self-perpetuate, and often remain unchanged despite the presentation of scientifically accurate information This suggests that beliefs are static and resistant to modification, typically not influenced by educational research findings Additionally, beliefs are hierarchical, interconnected with other beliefs, and teachers' beliefs are shaped through accumulation and social construction during their educational experiences Pajares' review emphasizes that beliefs significantly influence behavior and the organization of knowledge, aligning with Richards' definition of teachers' beliefs.
Teachers bring a unique set of beliefs, values, and assumptions about teaching and learning into the classroom, which significantly influence their instructional choices and methods These pre-existing attitudes shape how they approach education, affecting both what they teach and the strategies they employ in their teaching practices.
Nespor (1987)，in a deeper sense，analyzed the reasons why teachers tend to rely more on their beliefs than on research-based theory He said:
Teachers' beliefs significantly influence how they define teaching tasks and organize relevant knowledge Research-based knowledge and academic theory may not be as effective in this role due to the complex and often ambiguous contexts in which teachers operate These environments and the challenges they face are intricately connected, making personal beliefs particularly valuable for navigating and understanding these situations.
Research by Nespor (1987) highlights the significance of teachers' beliefs in navigating challenging teaching contexts These beliefs play a crucial role in influencing the selection of classroom materials and activities (Borg, 2001) Additionally, Hampton (1994) emphasizes that teachers' personal constructs shape their teaching approaches.
Research by Bailey (1992) and Golombek (1998) supports the idea that shifts in teachers' beliefs are fundamental to transforming their teaching practices Consequently, exploring teachers' beliefs is crucial for gaining insights into classroom dynamics (Borg, 2001) Understanding educators' belief structures is vital for enhancing teaching effectiveness.
In this study, "teachers' beliefs" are defined as the statements made by educators regarding their ideas, thoughts, and knowledge, which reflect their evaluations of what should be done, what should be the case, and what is preferable (Ellis et al., 2018) This definition aligns with the nature of teachers' beliefs discussed and the method employed to elicit these beliefs through the use of vignettes.
The synonyms of the word "beliefs" reveal many similarities, making the term less abstract However, confusion arises in distinguishing beliefs from knowledge, complicating the examination of teachers' beliefs (Clandinin & Connelly, 1987) Research indicates that beliefs are closely related to knowledge, as they represent a form of knowledge (Clark & Peterson, 1986; Murphy, 2000) Grossman, Wilson, and Shulman (1989) attempted to differentiate teachers' knowledge from their beliefs about subject matter but acknowledged that the distinction is often unclear Verloop et al (2001) further emphasized that in a teacher's mind, knowledge, beliefs, conceptions, and intuitions are deeply interconnected.
Nespor (1987) highlights a distinction between beliefs and knowledge, emphasizing that beliefs serve as personal pedagogies or theories that educators draw upon when they lack adequate knowledge about a task This perspective aligns with his definition of beliefs, which has been supported by various other researchers in the field.
It is not the purpose o f the above analysis to take part in the debate o f defining the word
This study clarifies the definition of "beliefs" and distinguishes it from "knowledge," ensuring that these terms are not used interchangeably, as seen in some other research.
2.2 A review of previous studies on teachers9 beliefs