INTRODUCTION
Rationale of the study
English is crucial for the advancement of various sectors, including culture and economy Acknowledging its significance, the Vietnamese Ministry of Education mandates that students aged 8 to 18 learn English as a compulsory subject, as outlined in the Vietnam education strategies 2008-2020 This initiative reflects the country's commitment to enhancing English language proficiency among its youth.
From 2008 to 2020, Vietnam's national education system aimed to reform foreign language teaching and learning by developing new programs across all educational levels Official guidelines emphasize the need for teachers to adopt innovative teaching methods that foster student engagement, creativity, and active participation in the learning process Consequently, educators are focused on enhancing the educational system by prioritizing active learning strategies The role of teachers is crucial, as they are expected to act as facilitators who encourage and support students in their language acquisition journey.
In Vietnam, research has focused on the effectiveness of teaching methods in English as a Foreign Language (EFL) classrooms and student motivation for learning English However, there is a notable lack of studies exploring how English teachers encourage active learning among secondary school students Addressing this research gap is essential for enhancing teaching practices in this context.
This study is motivated by my observations as an English teacher at a secondary school, where students often do not engage in effective and active learning This situation prompts an exploration of teachers' roles in facilitating such learning Key questions arise regarding teachers' interpretations of active learning, their strategies to encourage it, and the factors that either support or hinder these efforts Consequently, I aim to investigate how teachers facilitate active learning among students at a secondary school in Bac Ninh province.
Aims and research questions of the study
This study is designed with the aims to
- Explore teachers’ activities to facilitate students’ active learning in the classroom
- Identify factors affecting teachers’ activities to facilitate students’ active learning in the classroom In order to meet the aforementioned aims, this study seeks to answer the following research questions:
1 How do the English teachers facilitate students’ active learning in the classroom?
2 What factors affect those teachers' facilitation of students’ active learning?
Scope of the study
This study investigates the methods employed by teachers to promote active learning among students in a rural secondary school located in Bac Ninh province Due to constraints in scope and time, the research focuses specifically on the activities that educators utilize to facilitate student engagement and the various factors influencing their ability to encourage active learning in the classroom.
This study investigates how two teachers promote active learning in their classrooms through pre-interviews, class observations, and post-class interviews, while also examining the factors that influence their instructional methods.
Significance of the study
This study aims to enhance English teaching and learning in Vietnam by increasing teachers' awareness of effective student engagement strategies Additionally, it will enrich the existing literature on Vietnamese teachers' instructional practices and behaviors in the classroom Furthermore, the research seeks to provide insights into the contextual factors influencing teachers' decisions, ultimately contributing to the development of English teaching policies in Vietnam.
Organization of the thesis
There are five chapters in the study: introduction, literature review, methodology, findings and discussion, and conclusion
The introduction of the study outlines its rationale, objectives, scope, and significance, while also clearly defining the research questions that will guide the entire paper.
The second chapter focuses on the literature review, which encompasses the definition of active learning, its benefits and barriers, various learning activities designed to engage students in active learning, and an overview of previous studies in the field.
The third chapter outlines the study's methodology, detailing the research setting, participant selection, and the chosen research methods, along with the data collection and analysis techniques employed.
The upcoming chapter will present the findings and discussion, analyzing interviews and classroom observations from teachers at this secondary school This analysis aims to uncover the typical teaching activities employed by the educators and the factors influencing their ability to facilitate active learning among students.
The last chapter of the study is the conclusion, which summarizes the main findings of the study and offers recommendations for further studies.
REVIEW OF LITERATURE
What is active learning?
Active learning has garnered significant attention over the years as an alternative to traditional teaching methods While the term is not new, it continues to attract interest from educators and researchers alike Bonwell and Eison (1991) observed that "active learning" lacks a clear origin and common definition, despite its frequent mention in academic literature.
In his 1924 work "Democracy and Education," John Dewey emphasized that learning is an active and personal endeavor (p 390) Simons (1997) further highlighted the importance of students taking charge of their own learning by planning, engaging, and regulating their educational activities To succeed, students must prepare diligently for their courses, utilizing knowledge provided by their teachers while also seeking additional resources to enhance their understanding When individuals are self-aware of their learning objectives, they take greater responsibility for their academic work.
Active learning is defined by Ryan and Martens (1989) as an approach where students engage in activities beyond just listening, emphasizing the importance of self-directed learning over traditional methods that rely heavily on teacher instruction This perspective highlights that education extends beyond the classroom, encouraging students to draw knowledge from personal experiences, work, and social interactions.
In a broader sense of the term, active learning is defined as:
Effective learning fosters student autonomy and self-monitoring, allowing them to utilize diverse mental strategies and cognitive skills This approach helps learners distinguish between essential and non-essential information, engage in analysis and comparison, build new knowledge based on prior experiences, and enhance critical thinking abilities (Peko & Varga, 2014, p 60).
Effective studying requires learners to leverage their skills and experiences to enhance comprehension To achieve their educational goals, students must maintain a positive attitude and demonstrate a serious commitment to their subjects.
Active learning is an instructional method that actively engages students in the learning process, requiring them to participate in effective activities and reflect on their actions (Prince, 2004) According to Rodríguez (2018), this approach is essential in the modern teaching paradigm, where teachers facilitate learning while students take initiative in their own educational journeys The key components of active learning include student engagement and participation, distinguishing it from traditional lecture-based methods where information is passively received.
Active learning empowers students to formulate their own questions and utilize various resources, including teachers, to achieve self-defined objectives (Good & Brophy, 1989) Similarly, Kyriacou (1992) emphasizes that active learning involves activities that grant students significant ownership and control, fostering an open-ended learning environment where they can actively engage and influence their educational experience.
Active learning is defined as a process where students take initiative and engage deeply with their learning activities In this context, teachers play a crucial role by facilitating active learning through organized activities that encourage students to participate, act, and enjoy their lessons, rather than simply listening to lectures.
Benefits of active learning
Active learning is essential in classrooms as it significantly benefits students by enabling them to construct new knowledge independently, rather than passively receiving information from teachers Unlike traditional teaching methods, where students merely listen, active learning encourages exploration and discovery, allowing students to uncover interesting concepts beyond the curriculum This approach enhances their ability to engage with the material and fosters a deeper understanding of the subject matter (Kyriacou, 1992; Kennedy, 2009).
Students value active participation in learning more than passive reception of information, as highlighted by research indicating that lectures are most effective when paired with active learning activities Cherney (2008) noted that active learning significantly improves student retention, especially when students take charge of their own learning Engaging students in the learning process fosters a deeper understanding of the material and enhances their ability to think critically and perform higher-order thinking skills (Shin, Sok, Hyun, & Kim, 2015).
Active learning fosters excitement and enjoyment among students by engaging them in hands-on activities and interactive lessons Educators who adopt this approach often observe that students not only learn more effectively but also find the courses more enjoyable (Limbach & Waugh, 2010) Recognizing that each student has a unique learning style, it is crucial for facilitators to identify these preferences and incorporate them into their teaching strategies to cater to diverse learning needs.
Active learning enhances productivity and deepens students' comprehension of course material, allowing them to engage creatively with their studies (Bonwell & Eison, 1991) This approach not only promotes understanding but also enables students to apply their knowledge across various contexts and challenges Recognizing that each student has a unique learning style, implementing an active learning model can significantly improve overall comprehension Cherney (2008) emphasizes the importance of presenting information through multiple modalities to cater to diverse learning preferences (pp 154-155).
Active learning enhances student autonomy and engagement, equipping them with essential skills for lifelong learning By promoting self-directed learning, it encourages students to take control of classroom activities, significantly boosting their motivation This approach connects problem-based teaching with students' natural curiosity and desire for exploration, enriching their educational experience Ultimately, active learning profoundly influences students' daily lives and personal development, making school experiences more relevant to real-life situations.
Implementing an active learning approach in the classroom offers numerous benefits for teachers and students alike According to Cavanaugh (2011), these advantages are significantly enhanced when tasks are authentic and mirror real-life applications of knowledge.
2.3 Teaching activities foster active learning
To enhance student learning, particularly through active engagement, it is essential to implement various active learning strategies in the classroom Research indicates that these techniques significantly influence students' learning outcomes, with many students expressing a preference for active learning methods over traditional lecture formats.
This article explores various active learning strategies suitable for classroom implementation, focusing on both individual and collaborative activities to enhance student engagement and understanding.
In terms of individual activities, such techniques as question-and-answer, mind- mapping, think-pair-share and one-minute paper are often used in the class
Question-and-answer techniques are widely recognized as effective methods for promoting active learning among students (Bonwell & Eison, 1991) This approach is straightforward for educators, allowing them to pose a range of questions—from simple to complex—related to the lesson By utilizing targeted inquiries, teachers can assess the knowledge and understanding that students have gained.
A mind map is an effective brainstorming tool that helps students visually organize their thoughts, enhancing analysis and recall To create a mind map, students should start by placing the central topic at the center, which serves as the main focus From this central image, they can develop key themes, allowing them to categorize and organize their ideas while identifying relationships between them This technique enables students to consolidate a significant amount of information on a single page, promoting active thinking and the connection of prior knowledge with new concepts.
This technique resembles pair-work and can be utilized for both individual and collaborative activities Teachers present a problem for students to tackle individually for a brief period before having them pair up to discuss and enhance their solutions Finally, several individuals or pairs are invited to share their responses Although this approach requires more time than a straightforward group activity, it fosters individual thinking and promotes deeper learning.
The technique, originally introduced by Angelo and Cross in 1993, has been widely adapted across various disciplines as an effective method for assessing student progress and facilitating consistent communication Instructors can implement this approach by pausing class a few minutes early or during a lecture to pose a specific question, allowing students one minute to respond This quick feedback mechanism enables educators to gauge students' understanding of the lesson while efficiently collecting diverse ideas from the entire class Ultimately, this technique not only saves time but also promotes active learning among students.
In terms of collaborative activities, strategies promoting active learning can also be applied in class such as discussion, debates, drama, role play, games and brainstorming
Discussion is a widely used method for engaging students in active learning, though it is not without its critics Successful discussions require careful planning, a supportive learning environment, and enthusiastic instruction from the teacher The choice of discussion topics is crucial, as they guide students in their inquiry Initially, teachers can have students work individually for a few minutes to respond to a question before sharing their answers in small groups As students become more comfortable with the process, teachers can expand the groups to facilitate larger discussions.
Debate is a valuable educational tool that can be effectively implemented in secondary school classrooms, particularly for students in grades 6 to 9 For younger students in grades 6 and 7, it's advisable to use simpler topics, while more complex subjects can be introduced for grades 8 and 9, tailored to their learning progression According to Schroeder and Ebert (1983), engaging in debates offers numerous benefits, including helping students confront their biases, improving research skills, fostering logical thinking, and enhancing oral communication abilities To facilitate successful debates, teachers must thoughtfully consider perspectives from both sides, while students should prepare their arguments meticulously in alignment with teacher guidance.
Drama is often underutilized in classrooms due to time constraints, but when feasible, teachers can encourage students to prepare short plays that align with lesson content Incorporating drama can enhance student engagement and enthusiasm for the subject matter By selecting appropriate topics related to the lesson, teachers can effectively use drama as a tool to promote active learning and facilitate a more dynamic educational experience.
Barriers to active learning
Bonwell and Eison (1991) identified five significant barriers to implementing active learning strategies in educational settings: the challenge of covering extensive content during class time, the excessive preparation time required, the perceived difficulty of applying active learning in large classrooms, a lack of necessary materials and resources, and various risks related to colleagues' perceptions, student evaluations, and potential impacts on promotion and tenure.
One of the primary challenges in education is content coverage, as teachers strive to engage students through various active learning techniques While these strategies can enhance focus, they often require significant time, which may prevent the complete transmission of lesson content Research suggests that teachers need not cover every detail in a single lesson; instead, they should prioritize essential knowledge To address this issue effectively, educators should concentrate on key concepts to ensure meaningful learning experiences.
A lecturer can often express ideas more concisely in writing than in spoken form However, the true value of a course extends beyond the readings; it lies in the social experience, which encompasses the relationships formed between the teacher and students, as well as among the students themselves.
To address time constraints, teachers are exploring alternative methods to enhance student learning One effective approach is to offer specialized training in study skills tailored to specific disciplines, integrated into regular activities (Davies 1983; Eison 1988) Additionally, creating self-instructional materials for students can further support their educational success (Bedient).
Garoian, and Englert 1984) When students manage to achieve knowledge, a large number of studies report that they do not want their teachers to teach the same materials in class
Trong bài viết này, chúng tôi sẽ tập trung vào bối cảnh chung mà không đề cập đến thực trạng cụ thể của Việt Nam Phần thông tin về bối cảnh Việt Nam sẽ được trình bày rõ ràng trong phần thảo luận sau Việc giữ cho các ý tưởng không bị lẫn lộn là rất quan trọng để đảm bảo tính mạch lạc và hợp lý cho toàn bộ tài liệu.
The second barrier to implementing active learning in lectures is the extensive preparation it requires Many educators worry that adopting active learning methods will necessitate a complete overhaul of their class notes for every session To alleviate this concern, it is advisable to focus on a single course, ideally one that the teacher is most familiar with and teaches frequently, rather than trying to revamp multiple courses at once (Bonwell & Eison, 1991, p 61).
Class size can be a significant barrier to implementing active learning strategies, but it doesn't eliminate all opportunities for engagement The effectiveness of a class often hinges more on the quality of instruction provided by the teacher than on the number of students.
One significant barrier to implementing active learning strategies in the classroom is the lack of necessary materials or equipment However, teachers can explore alternative, simple, and effective methods to enhance student learning For instance, encouraging students to summarize their readings or pair up to evaluate statements can be accomplished without any specialized tools (Bonwell & Eison, 1991).
Student-related challenges are significant obstacles that teachers must navigate Active learning can be hindered by students who resist this approach, preferring the familiar passive listening role they are accustomed to While listening may not always be their preferred activity, many students find it easier than engaging in more interactive classroom work.
Implementing new teaching methods carries inherent risks, particularly regarding student engagement in active learning According to Bonwell and Eison (1992), understanding the adoption of innovative classroom ideas requires insight into teachers' experiences (House, 1974) This dynamic involves two perspectives: students' reactions to active learning and teachers' attitudes toward their instructional approaches A significant concern for educators is whether students will engage actively and develop higher-order thinking skills The question arises: "What if my students don’t want to participate actively?" The answer likely hinges on the teachers' instructional strategies and various influencing factors.
Developing effective instructional strategies to foster creative and critical thinking in students has emerged as a significant challenge for educators today Teachers face the risk of losing control in the classroom and not effectively imparting essential skills For instance, while preparing for active learning activities, educators meticulously plan their lessons with clear objectives, engaging presentations, and thought-provoking materials However, implementing active learning may require altering traditional classroom rules, which can introduce uncertainties for teachers.
Previous studies about active learning
There are a lot of studies which may be related to active learning topic (Peko & Varga, 2013, Nguyen-Phuong-Mai, Cees Terlouw & Albert Pilot 2012, Tran,
Research on active learning primarily occurs in colleges and universities, with limited studies in primary education, particularly in teaching English Peko and Varga (2013) explored active learning strategies in Croatian language instruction across lower and higher primary schools Their findings indicated that younger students engaged in active learning more frequently than older students, highlighting the need for better teacher training to enhance qualifications While the authors proposed specific activities to foster active learning, they did not address the contextual factors that could influence teachers' implementation of these strategies.
In Vietnam, Phan (2018) also took a research about effective EFL instruction in
Vietnamese university context and the teachers’ belief and their actual practices
Research revealed that various factors influence teachers' EFL instruction in the classroom Despite their experience, teachers tended to favor a teacher-centered approach, influenced by traditional educational values, physical constraints, family roles, and personal emotions, all of which impacted the relationship between their beliefs and practices.
In a study conducted at An Giang University, Tran (2012) found that cooperative learning significantly boosted cognitive engagement among participants The research highlighted that regular reciprocal interactions within the treatment group led to improved academic achievement, better retention of information, and fostered more positive attitudes toward learning.
Cooperative learning enhances student development, as highlighted in a study by Nguyen-Phuong-Mai, Cees Terlouw, and Albert Pilot (2012), which explored the differences in cooperative learning between Vietnam and the West The research revealed that Vietnamese students often feel the necessity to collaborate outside the classroom However, it pointed out that Vietnamese educational leaders have overlooked the existing foundations for authentic cooperative learning within their cultural traditions Consequently, there is a missed opportunity to create and investigate a cooperative learning approach that is both unique and culturally relevant for Vietnamese students.
As it can be seen, previous research was conducted in different context but not
English language or teaching English language but not in secondary context especially in rural area That is why I decided to conduct this research to
Trong đoạn này, tác giả nhấn mạnh rằng người viết cần diễn đạt ý tưởng bằng ngôn ngữ của chính mình thay vì sao chép nguyên văn mà không hiểu rõ Hơn nữa, cần liên kết các kết quả nghiên cứu với câu hỏi nghiên cứu cá nhân để xác định mối liên hệ và sự phù hợp giữa chúng.
This study investigates the implementation of active learning strategies by teachers in English instruction and examines the factors influencing their ability to facilitate student engagement in a rural secondary school context.
Vietnam to fulfill that gap
Teaching older learners can be advantageous as they tend to have better awareness, allowing for more effective active learning In contrast, younger students often struggle with critical thinking, presenting challenges for teachers in secondary education In today's modern society, distractions like computer games, social networks, and online activities compete for students' attention, making engagement in learning more difficult Nevertheless, the benefits of active learning in the classroom are significant, highlighting the need to focus on enhancing students' active learning from an early age.
My research focused on a rural secondary school, which faces significant challenges in resources essential for effective teaching and learning Unlike other studies conducted in different contexts, my findings are expected to provide valuable insights for future research I selected this specific setting for several reasons outlined earlier, aiming to highlight the unique educational needs present in such environments.
Comment [WU4]: Nêu dẫn chứng, không nêu quan điểm cá nhân.
RESEARCH METHODOLOGY
Setting of the study
In order to help teachers to have good facilities to teach English, most schools in
Bac Ninh province is well-equipped with modern educational facilities, including projectors, computers, cassette players, and illustrative materials Notably, each secondary school in rural areas features a listening lab, enhancing the learning experience The school under study boasts a significant number of modern amenities, with eight out of twelve classrooms equipped with smart boards or projectors This creates an excellent environment conducive to effective teaching and learning.
Many challenges contribute to the demotivation of both teachers and students in learning English at this school Primarily, the students' lack of awareness regarding the significance of English education is influenced by their rural background.
Many students believe that completing secondary school is sufficient to secure a factory job and earn money This mindset is influenced by their parents, who also work in factories and have limited time to support their children As a result, some students exhibit a lack of motivation and a negative outlook on their education and future prospects.
Teachers strive to improve student learning, yet they often struggle to shift students' awareness and attitudes, making this a significant challenge for English educators Furthermore, at this particular school, only two English teachers are responsible for managing all English classes, adding to the difficulty of their task.
Comment [WU5]: TUYỆT ĐỐI KHÔNG BAO GIỜ ĐƯỢC COPY CỦA NGƯỜI KHÁC KHI KHÔNG HIỂU NÓ LÀ CÁI GÌ!!!! VÀ BẢN THÂN BÀI CỦA MÌNH KHÔNG SỬ DỤNG ĐẾN!!!
Comment [WU6]: Không được viết những câu mang tính khẳng định và định kiến như thế này khi mình chưa có số liệu để chứng minh cho điều đó.
Participants
3.2.1 The teachers of English and the students at the selected secondary school
In a secondary school in Bac Ninh province, there are only two experienced English teachers, each with over 10 years of teaching experience Both educators are accustomed to traditional teaching methodologies, making the transition to a new textbook and teaching method a significant challenge for them This article provides detailed information about these two English teachers at the school.
Table 3.2.1 : Information about two teachers of English
Teacher Age Gender Qualification Service (years)
All students at this secondary school live in the countryside Their proficiency in
English language is quite low; many students find themselves unable to use
Many students face challenges in learning English for communicative purposes due to low living standards and limited access to modern resources Most parents work as farmers or laborers, making it difficult for families to afford computers or internet access Financial constraints also hinder parents from hiring private tutors to support their children's English education As a result, students primarily rely on their school environment, where they receive English instruction from teachers and textbooks, with little opportunity for additional practice outside the classroom.
At this school, students rely on teachers to learn new Vietnamese vocabulary, as a comprehensive dictionary is not provided Exam results indicate that approximately a significant percentage of students achieve scores above 8 marks.
2%, from 6 marks to 7 marks accounts for 12 %, under 4 marks accounts for over
Comment [WU7]: Không nhận xét khi không có dẫn chứng cụ thể
According to statistics from the 2018 school year, 60% of students struggle with learning English, highlighting a significant issue in their educational experience In addition to inadequate facilities, a lack of awareness about the importance of English contributes to this problem Many students believe that obtaining a secondary school diploma is sufficient for securing employment in industrial zones, leading them to view English as unnecessary for their future careers.
In the classroom, students are arranged in rows, sharing desks with one another, which limits their ability to engage in interactive activities Meanwhile, teachers face the challenge of completing the syllabus within a restricted timeframe.
Reasons to choose methodology to the study
This study employs a qualitative case study approach to explore how teachers facilitate active learning among students within their specific contexts By utilizing a case study methodology, the research aims to gain deeper insights into effective teaching strategies that promote student engagement and participation.
A case study provides a detailed contextual analysis of specific events and their interrelations (Dooley, 2002) This research aligns with Merriam's (1998) three main characteristics of case studies: particularistic, descriptive, and heuristic The particularistic aspect emphasizes the focus on a specific group, in this case, teachers facilitating active learning among their students Additionally, the descriptive feature is evident as the study explores the complexities of various factors influencing teachers' choices in the classroom.
Research procedure
Initially, I conducted interviews with each teacher to gather insights into their teaching methods and their perceptions of active learning Following this, I observed classes across four different grades, selecting two classes at random from each grade for my observations.
I observed a total of eight classes, taking detailed notes and questioning the rationale behind the chosen activities After each session, I engaged with the participants to discuss their reasoning Subsequently, I transcribed the recordings and analyzed the data in relation to my research questions.
Data collection methods
In qualitative research, interviews serve as a primary method for data collection, allowing participants to share their personal interpretations of their experiences (Cohen et al., 2007) This study utilized one-to-one semi-structured interviews to capture the individual voices and perspectives of teachers, free from the influence of group dynamics Additionally, this approach fosters mutual trust between the researcher and the teachers, creating a secure environment for future observations.
The semi-structured interviews conducted in Vietnamese aimed to enhance communication and ensure teachers felt comfortable expressing their thoughts The majority of questions were open-ended, allowing for a free exchange of ideas I posed a variety of questions tailored to specific areas, including teachers' backgrounds, teaching conditions, objectives, and methods The questions were strategically organized from general to specific and from easy to challenging, which provided valuable insights into the teachers' perspectives and the factors influencing their teaching processes.
Interviews were audio-recorded using an MP3 device and transcribed to capture the precise timing of both the interviewer and interviewees' speech This data was then analyzed in conjunction with observational data to gain deeper insights into teachers' facilitation and their reported instructional behaviors Additionally, influential factors affecting teachers' facilitation and practices were identified from this data source, along with insights from post-class interviews.
In addition to semi-structured interviews, classroom observations were utilized in the study, providing a crucial "reality check" (Robson, 2002) of the actual classroom dynamics These observations allowed me to notice aspects that might be overlooked and to uncover insights that participants may not openly discuss during interviews (Cohen et al., 2007, p.396) Throughout each lesson, I focused on the strategies teachers employed to promote active learning and the students' responses to these activities.
I conducted four observations of each teacher, totaling eight classes, with each observation comprising two lessons lasting 40 to 45 minutes These observations were scheduled after individual interviews and in accordance with the teachers' consent and their teaching timetables During each observation, I focused on the instructional activities employed by the teachers and the students' responses to those activities The accompanying table details the findings from these observations.
Table 3.6.2 : Information about classroom observations
To ensure teachers felt secure during class observations, I utilized MP3 devices to record sessions alongside my handwritten notes The aim was not to evaluate lessons in detail, but to identify teachers' activities that promote active student learning As I observed, I noted my questions about the teachers' actions on my observation sheets, which served as discussion points in post-lesson interviews This approach allowed me to delve into the underlying factors influencing their teaching practices (refer to Appendix E for a sample class observation transcript).
In order to confirm and elicit more information about participants’ choices of behaviors during the observation session, I also employed semi-structured interviews
The post-class observation interviews lasted between 5 to 10 minutes and primarily focused on the active learning activities utilized in the teachers' lessons and their classroom behaviors The questions varied depending on the instructional goals of the teachers, addressing their specific choices and the situations that arose during lessons To enhance communication, all discussions were conducted in Vietnamese.
Transcription of the data
All interviews and audio recordings from class observations were meticulously transcribed and verified against the original recordings to ensure data accuracy The data tracking format utilized in this study consisted of a specific collection instrument that included the teacher number and the timestamp from the recordings For instance, "Pre.I.1.T1.22.09" refers to the first interview with Teacher 1 at 22 minutes and 09 seconds into the transcript, while "PO.I.1.T2.03.10" indicates a post-class observation interview following the first observation with Teacher 2 at 3 minutes and 10 seconds in the transcript.
To assist readers’ understanding of the extracted classroom transcripts displayed in the analysis of teachers’ activities, the following conventions are employed:
Ss more than one student speaking
[…] omitted part of the extract
Italics translation of original speech
Bold the researcher’s emphasis for analysis purpose
Data analysis
In this study, two main types of data were collected namely interview data and observational data In order to analyze those data, thematic analysis method was employed
3.7.1 Analysis of the interview data
This study focuses on four key aspects of active learning: teachers' understanding of the concept, activities that promote active learning, and the benefits and barriers associated with its implementation in the classroom To analyze these aspects, initial codes were developed from the literature review and compared with insights gathered from teachers during pre- and post-interviews This comparison aims to uncover how teachers facilitate active learning for their students and identify the challenges they face in doing so.
Table 6.3 : Initial codes of aspects of active learning
No Aspects to explore Detailed content Code
1 Teachers’ understanding of active learning
What students do on their own and engage them in the lesson
Construct new knowledge / Enhance students to find new things qqconstruct
Engage students and make students enjoy the lesson qqengage
3 Barriers to implementing active learning
Lack of material or equipment
Student factors Qqstudent Risk to implement new teaching method qqrisk
3.7.2 Analysis of the observation data
When I observed the class naturally, I also took note in my handwriting I named recording files, for example, CO1.T1, which means that class observation 1 with Teacher 1 Then I analyzed the data based on each activity which teachers used in a lesson I myself made a checklist to check and follow the teachers’ activities more easily I also made codes for the activities that teacher actually did in their classes
Table 6.4 : Activities to facilitate student’s active learning
No Aspects Detailed content Code
1 Strategies/Activities to facilitate active learning
I meticulously printed and reviewed all the transcription files, highlighting essential points for my research To enhance organization and retrieval, I assigned "qq- " codes to each key term, facilitating easier access to important information.
All of the codes were then extracted to separate Excel sheets for further analysis.
FINDINGS AND DISCUSSION
Teachers’ use of techniques to facilitate learners ’ active learning Error!
After I observed the class naturally and carefully took note, I found out the activities and the frequency the teachers used them in the classroom to help students engage and do thing on their own I also summarized these activities in detailed after eight times of observation
Table 4.1: Number of activities that teachers used in all 8 lessons and their effectiveness
Individual Collective Individual Collective Question and answer
Individual Collective Individual Collective One-minute paper
At this secondary school, two dedicated teachers employ various interactive activities to inspire student motivation and foster active learning Techniques such as question-and-answer sessions, think-pair-share, discussions, mind-mapping, one-minute papers, role-playing, games, and brainstorming are integral to their teaching approach Here, we highlight three specific activities that effectively enhance student engagement and participation.
1 T1 [ ] Now, move to exercise 5, ask and answer about volunteer work Student A is a reporter and student B is a volunteer, and vice versus Use the questions given
2 Ss
3 T1 Ok, you have 5 minutes to prepare
5 T1
7 T1 The time is over Stop talking Which pair first? /// Nào Lan và
8 S1 When did you start working for your organization?
9 S2 I started working for Go Green two months ago
10 S1 Why did you decide to volunteer?
11 S2 Because I want to keep my neighbourhood clean
12 S1 What have you done so far with Go Green?
13 S2 I have cleaned streets, lakes and classified rubbish
14 S1 Was there anything that made you happy with your work last month?
15 S2 Yes, I was very tired but happy because I knew the importance of the clean environment [….]
In this activity, Teacher 1 implemented a question-and-answer technique, encouraging students to ask and answer questions independently Her goal was to enhance their ability to visualize scenarios and respond swiftly As the students engaged in this exercise, Teacher 1 facilitated their learning process.
To enhance speaking skills, I observed that learners could respond more swiftly in conversations when they regularly practiced with friends The use of a question-and-answer technique encouraged students to express their thoughts in their own words, particularly through open-ended questions like "why" and "what." It can be concluded that Teacher 1 effectively facilitated student engagement in this context.
Reflect on a well-known legend, folk tale, fable, or fairy tale Fill out the corresponding table in your textbook Next, collaborate with a partner to conduct an interview, aiming to guess the title of the story based on the information provided.
2 Ss
5 T1 Cô cho mỗi bạn 5 phút nghĩ ra câu chuyện mà em biết Các em hãy viết vào bảng trong sách các thông tin chính của câu chuyện
7 T1
9 T1 Ok, time is over Now, it’s time for you to interview your partner
Work in pair Sau đó cô mời một số nhóm thực hiện trước cả lớp nhé
11 T1
13 T1 Ok Hết giờ Các nhóm sẵn sàng nói chưa nào
15 T1 Cô mời nhóm bạn Thảo và Vân
16 S1 What kind of story is it?
18 S1 Who are the main characters?
21 S2 It’s about two animals: fox and crow, the crow lost the meat because of its fool
22 S1 Is it “The fox and the crow”?
24 T1 Good Thanks Another the pair, Phương and Trang please
25 S3 What kind of story is it?
27 S3 Who are the main characters?
30 S4 It’s about a princess living with 7 dwarfs, she was poisoned by a witch, then a prince saved her and they lived happily ever since
31 S3 Snow White and the seven Dwarfs!
Teacher 1 implemented the think-pair-share technique to enhance her students' critical thinking and collaboration skills In this engaging speaking activity, students reflected on a fairy tale or fable and interviewed their partners to guess the story's title To ensure clarity, Teacher 1 provided instructions in Vietnamese, guiding students through the task requirements After working in pairs, students shared their findings with the entire class, fostering a collaborative learning environment.
During the activity, students displayed great enthusiasm, particularly when collaborating in pairs Teacher 1 then invited several pairs to share their ideas with the entire class, which significantly enhanced student engagement This approach effectively motivated students during the speaking lesson.
1 T2 […] Let’s move to activity 6 page 116 in your textbook Be quiet please Do you want to play game?
3 T2 Ok, now write three things that you like most at Tet Then compare your list with other members in your group, which group has the most items wins
Cô chia lớp thành 4 nhóm, mỗi nhóm có 7 bạn Các em hãy viết cho cô 3 hoạt động mà mình thích làm vào dịp Tết Hãy sử dụng cấu trúc "I like/love/enjoy" khi trình bày nhé.
5 phút, khi hết giờ t t cả dừng bút và c 1 bạn đọc to danh sách các hoạt động, nhóm nào nhiều nh t sẽ chiến thắng Start!
6 Ss
Comment [WU8]: Hoạt động phía trên chưa hẳn là Think-pair-share, em nên tìm đoạn khác có nói rõ 3 bước làm của hoạt động này, đó là
“think”- GV yêu cầu HS tự nghĩ trước, sau đó chia sẻ ý kiến theo cặp đôi (pair) và cuối cùng là share với nhóm lớn
7 T2 Ok, the time is over Group 1, please
8 S1 I like getting lucky money, visiting relatives I love buying peach blossom, wearing new clothes I enjoy eating chung cake, eating candies, going to pagoda and going to temple
9 T2 Ok, thanks, 8 items of group 1 Group 2
10 S2 I like getting lucky money, eating candies, visiting grandparents, eating chung cake, wearing new clothes, going to pagoda
13 T2 6 items of group 2 Next, group 3
14 S3 I love getting lucky money, going to pagoda, wearing new clothes, decorating house, buying food, buying peach blossom, eating chung cake, visiting relatives, going to temple, going to church
15 T2 Yes, 9 items The last group
16 S4 I love getting lucky money, wearing new clothes, eating chung cake, eating candies, visiting grandparents, going to pagoda, decorating house
17 T2 7 items of group 4 Ok, so the winner is group 3 Congratulations!
19 T2 Vậy là các em vừa ôn lại các từ vựng trong chủ đề ngày Tết […]
In this extract, Teacher 2 effectively engaged her students by using a game to reinforce their vocabulary and practice the structure "I like/love/enjoy + Ving." She provided instructions in Vietnamese to enhance comprehension, enabling students to participate fully in the task As students took turns listing their favorite items for Tet, the activity proved not only exciting but also instrumental in helping them remember new words Their eagerness to win the game showcased their enthusiasm and active participation, demonstrating how this technique facilitated a dynamic learning environment.
4.2 Teachers’ failure in facilitating students’ active learning
Despite the efforts of the two teachers to enhance student motivation, many classroom activities failed to engage the students effectively According to Table 4.1, the prevalence of non-active activities significantly outweighs that of active ones, highlighting the need for more engaging teaching methods.
1 T2 [… ] the column A, I have some words or phrases and the column
B – the definition You have to match the words or phrases with the suitable definition in English Yes Yes or no?
Engage in a two-minute discussion with your partner to discover the correct answer Collaborate in pairs, where one student reads the words and the other reads the definitions, sharing insights to arrive at the solution together.
Have you finished? Yes or no?
4 Ss
5 T2 Which pair first? You please One reads the word and phrase and the other reads the definition
As the time concluded, T2 selected several pairs to provide their answers Each pair was instructed to stand up and read aloud, with one student reading a word from column A while the other articulated its corresponding definition from column B.
7 S2 More than one generation living together in a family
8 T2 Yes or no? Extended family that means more than two generations living together as a family unit
Number 2 Thành Nhóm của bạn Thành nào
10 S4 Able to accept what other people say or do even if you do not agree with it
13 T2 Tolerant that means accept when other people say or do even if you don’t agree with it
S6 Working together with others toward a shared aim
In this activity, Teacher 2 instructed the class to pair up and match words with their definitions from the textbook Each student took turns reading a word while their partner read the corresponding definition However, this approach limited student engagement, as they merely identified definitions without critical thinking or personal input Despite utilizing the think-pair-share and discussion techniques, the task ultimately failed to motivate the students to actively participate in their learning process.
1 T2 […] Look at all the picture and all the sentences, you can retell with your own word Now, work in group of six
2 Ss
3 T2 You have 10 minutes to prepare After that, I will call some groups
5 T2 Have you finished? Now, the time’s over Now, stop talking ///
Which group first? /// Không nhóm nào xung phong cô gọi Sơn và Khôi
6 S1 Little Red Riding Hood lived in a wood One day, she went to visit her granny
7 S2 When she was picking some flowers on the side of the path, she met a wicked wolf… […]
Cảm ơn các em, xin mời ngồi xuống Vừa rồi, chúng ta đã nghe hai bạn kể lại câu chuyện Tuy nhiên, cô muốn các em không chỉ nhìn vào sách và đọc mà hãy sử dụng vốn từ của mình để tự kể lại câu chuyện theo cách riêng của mình.
11 T2 Nhưvậylàchưađược Cômuốn 1 nhómkháctựkểlạicâuchuyện một cách tóm tắt và dễ hiểu nh t bằng ngôn từ của em Chúng ta thoát li sách ra nha
13 T2 Hết giờ rồi, thôi được rồi […]
In this classroom activity, Teacher 2 employed discussion and role-play methods by dividing the class into five groups of six students each Despite careful guidance from the teacher, the students struggled to focus on the task at hand, opting instead to engage in unrelated conversations rather than narrating the story independently.
Factors affect teachers’ facilitation of students’ active learning in the
As mentioned in the literature review, five main barriers that affect teachers’ facilitation of students’ active learning in the classroom In the observational data
I could see those difficulties through what the teachers at this secondary school shared in the interviews
Comment [WU9]: dựa vào bảng trên để tính xem tỉ lể hoạt động thành công và không thành công là bao nhiêu/ bao nhiêu hoạt động
Về nhà, hãy hoàn thành hai bài tập còn lại trong sách Hiện tại, chúng ta sẽ cùng nhau sửa bài tập bên ngoài Đừng quên ghi tên và lớp của mình vào nhé Nào, hãy tiếp tục làm bài tập cho cô nào!
2 Ss Con thưa cô, làm ra gi y hay làm vào đề ạ
3 T1 Làm trực tiếp vào tờ này
4 Ss Làm luôn hả cô?
5 T1 Làm luôn Viết tên và lớp vào.
Câu 1: Nối hai câu s dụng từ nối “so” Câu gốc người ta cho là nối với từ nối “because” và câu này thì dùng với “so” […]
In this activity, Teacher 1 gave students extra exercises to do although the content of the lesson was not over When being asked in the post interview, she said:
As the first semester examination approaches, it becomes challenging for teachers to cover all lesson content, prompting the need for students to engage in additional exercises to excel in their tests Consequently, certain activities have been omitted to prioritize exam preparation.
Teacher 1 prioritized exam preparation by focusing on key knowledge areas and providing additional exercises, stating, "my students are so bad at English so I need to provide more exercises for them to do." With limited time to cover the entire textbook and various reference materials, she opted to guide her students through exercises in a major lesson to enhance their understanding and performance in the upcoming first semester examination This approach reflects the challenge of aligning curriculum content with exam requirements, as most exam questions are derived from diverse sources.
The new syllabus includes extensive grammar and vocabulary, yet students struggle to apply this knowledge effectively Additionally, exams in Vietnam place excessive emphasis on grammar exercises, leading to poor listening skills among students With each unit divided into seven periods, only one lesson is dedicated to listening, resulting in a predominant focus on exercises rather than developing comprehensive language skills.
“I still have to teach alternately in the morning to revise the knowledge
In the afternoon, there is one period to practice and it is not enough”
Teacher 1 believes that allocating more time for students to engage in exercises would enhance their English learning experience with more interesting activities However, the pressure of exams forces Teacher 1 to prioritize grammar and exercises over other essential skills This challenge was echoed by Teacher 2 during the second pre-interview.
The new textbook is packed with essential grammar and structures that students must grasp, particularly in grade 9 After teaching this curriculum for two years, I find it challenging to cover all the activities in a single lesson One of the most difficult aspects for my students is mastering phrasal verbs, which often causes them significant concern.
Teacher 2 highlighted that the new textbook's extensive content and complex structures hindered her ability to cover all material within a single period She expressed the need for additional time to effectively convey the knowledge to her students.
Preparation is crucial for teachers to ensure they are well-equipped to deliver effective lessons Teacher 1 emphasized in a post-interview that thorough preparation directly contributes to their ability to perform excellently in the classroom.
“Since my students are bad, I did not teach following my lesson plan I often eliminate speaking or games activities (PO.5.T1.4.10) […] my lesson plan, I prepared those activities for form’s sake […]”
Teacher 1 had a straight talk about her preparation before class As she mentioned, because she did not usually use activities which motivate students, she did not need to prepare them carefully The reason is that her students are bad, she had to teach grammar and exercises as mentioned in previous part Teacher 2 also shared the similar idea with Teacher 1 She said “I think lesson plan is important However, I prepare it depending on my students’ ability Because not all students are good, I often focus on grammar and structures […]” (PO7.T2.3.58)
Teacher 2 acknowledged the importance of lesson plans but emphasized their use should be tailored to her students' qualifications Interestingly, both teachers deviated from their lesson plans during instruction, suggesting that their pre-class preparations may not have been thorough.
4.3.3 Lack of equipment or materials
In the pre-interview, Teacher 1 said that,
The school is equipped with modern devices like smart boards, but unfortunately, the smart board is broken While there are projectors available, they are only functional in four classrooms The remaining classes lack adequate equipment, relying solely on a cassette player, which is utilized across six different classes.
Teacher 1 effectively utilized modern equipment in her classes, but relied on a cassette for teaching listening in other sessions Observations indicated that she seldom employed projectors or the listening room during her lessons When questioned about this, she provided insight into her teaching methods.
The smart room on the third floor is rarely utilized due to its inconvenience and isolated seating arrangement, which makes it difficult to monitor student activities Additionally, the high energy and carelessness of my students raise concerns about potential damage to the furniture in the space.
The school has four projectors available for just four classrooms, leaving eight classes without modern teaching equipment Teacher 1 utilized pictures from the textbook and provided thorough explanations to help students understand, but acknowledged that technology could enhance her lessons: “I think if every classroom has a projector, my lesson will be more interesting and exciting” (PO6.T1.3.18) This highlights how the lack of equipment can hinder teachers' efforts to facilitate effective learning.
Teacher 1 stated that the class was too crowded with 45 students in a class of grade 6 th or more than 30 students in a class of grade 9 (Pre.I.1.T1.1.) And she said that,
Many classrooms are overcrowded, leading to students struggling to grasp the material and losing focus during lessons As a result, the quality of education suffers, particularly in challenging subjects that many children find unappealing.