MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY VU THI LICH EXPLORING YOUNG EFL LECTURERS’ PERCEPTIONS AND PRACTICES ON PROFESSIONAL DEVELOPMENT ACTIVITIES AT HANOI UNIVERSITY OF INDUSTRY MASTER THESIS IN ENGLISH LINGUISTICS Hanoi – 2024 MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY VU THI LICH EXPLORING YOUNG EFL LECTURERS’ PERCEPTIONS AND PRACTICES ON PROFESSIONAL DEVELOPMENT ACTIVITIES AT HANOI UNIVERSITY OF INDUSTRY Major: English Linguistics Code: 8220201 MASTER THESIS IN ENGLISH LINGUISTICS SUPERVISORS: 1. Lam Thi Lan Huong 2. Nguyen Thi Huong Hanoi – 2024 TABLE OF CONTENTS DECLARATION BY THE AUTHOR. ii LIST OF ABBREVIATIONS.
iii LIST OF TABLES. 1 Aims and objectives of the study. 3 Scope of the study. 3 Significance of the study.
4 CHAPTER 2: LITERATURE REVIEW. Definition and purpose of professional development activities. Types of professional development activities. Traditional professional development activities.
Non-traditional professional development activities. Lecturer’s perceptions on professional development activities. Young EFL lecturers. The significance of professional development activities for lecturers.
DATA COLLECTION INSTRUMENTS. Semi-structured interview. Semi-structured interviews. 29 CHAPTER 4: RESULTS AND DICUSSION.
Results from document analysis. Results from questionnaires. Results from interviews. Discussion of the research results.
Young EFL lecturers’ perceptions on current PD activities at Hanoi University of Industry. Professional development activities preferred by young EFL lecturers. Barriers that these young EFL lecturers may confront in participating in professional development activities. 53 CHAPTER 5: CONCLUSION AND IMPLICATION.
An overview of the research. Implications and recommendation. Limitations and suggestions for further studies. 71 i DECLARATION BY THE AUTHOR I affirm that the thesis on the topic “Exploring young EFL lecturers’ perceptions and practices on professional development activities at Hanoi University of Industry” is my personal research.
All data used and analyzed in the thesis and research results were researched and analyzed by myself objectively, honestly, with clear origins and have not been published in any previous studies. I take full responsibility for any inaccuracies in the information used in this research. Signature: ……………………………………………………… ii ACKNOWLEDGEMENTS I would like to express my heartfelt gratitude to those who have encouraged and supported me throughout the research process. Firstly, I would like to thank the administrators of School of Languages and Tourism - Hanoi University of Industry for approving the research.
Secondly, I extend sincere thanks to my mentors, Dr. Lam Thi Lan Huong and Dr. Nguyen Thi Huong, who have inspired and guided me wholeheartedly, providing invaluable advice and demonstrating patience despite my shortcomings during the research process. She consistently offered constructive feedback and guided me in the right direction to complete my thesis.
Thirdly, I sincerely appreciate the young English lecturers at School of Languages and Tourism - Hanoi University of Industry who have enthusiastically assisted me during the research process. Finally, I feel incredibly fortunate to have great support and encouragement of my family and friends. They have been the ones to encourage me during difficult times in my research. iii LIST OF ABBREVIATIONS PD Professional development EFL English as a Foreign Language SD Standard Deviation iv LIST OF TABLES Table 4.
Young ESL teachers’ perceptions on PD activities. School administration’s support for the professional development of young ESL lecturers. The proportion of young ESL lecturers’ participation in PD activities at the university. PD activities preferred by young ESL teachers.
The proportions of young ESL lecturers who agree that the listed factors present barriers to their professional development. 41 v ABSTRACT This study aimed to explore the perceptions and practices of young EFL lecturers regarding professional development activities at Hanoi Industrial University. The research employed a mixed-methods approach, including document analysis, surveys, and semi-structured interviews. The results indicated that young teachers highly value the importance of professional development activities in enhancing teaching skills and research capabilities.
The study also highlighted the preference of young teachers for such activities, which is useful for educational managers to devise policies to involve more participation from young teachers. Furthermore, the research clarified the perceived barriers that young lecturers face when engaging in professional development activities. While young EFL lecturers highly appreciate the role of professional development activities in improving teaching and research abilities and fostering connections with peers, they encounter various barriers in participation such as lack of institutional support, conflicts with work schedule, personal commitments outside of work. These findings aim to assist educational managers in developing supportive policies for young teachers, providing them with greater motivation to confidently pursue their teaching and research careers.
Rationale Changes in various aspects influencing the teaching and learning process in higher education context, such as students' characteristics in 21st century, availability of sophisticated technology, and knowledge envolment in the field of English education, have required young English lecturers to keep updating their knowledge and skills continuously throughout their careers. Day (1999) stated that professional development itself consists of all natural learning experiences and those conscious and planned activities which are intended to give benefits to the individual, group or school and which contribute to the quality of teaching and learning in the classroom. It is the process by which, individually or collaboratively, teachers review, renew and extend their commitment as agents of change to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking, planning and practice with students and colleagues through each phase of their teaching lives. The contemporary educational landscape necessitates a perpetual evolution and augmentation of knowledge.
As stated by Guskey and Sparks (1996), lecturers bear a distinct professional responsibility to remain well-informed of the evolving knowledge framework, a prerequisite for achieving maximal efficacy. Therefore, it becomes imperative to afford teachers regular avenues for the refinement of their pedagogical proficiencies (Guskey & Huberman, 1995). In effecting a continuous amelioration of both knowledge and competencies, it becomes paramount for instructors to engage in apt professional development initiatives that align with the prescribed benchmarks. The study's rationale is grounded in the belief that understanding what young EFL lecturers perceive about current PD activities and what professional 2 development activities preferred by young EFL lecturers can lead to more informed curriculum design, innovative pedagogical approaches, and ultimately, enhanced student learning outcomes.
The research is focused on young EFL lecturers because they often bring new perspectives, motivation, and creative abilities in applying technology and teaching methods. Young lecturers will become experienced lecturers in the future. Researching them can provide information to better prepare them for upcoming challenges. Understanding how they tackle challenges and develop their careers can optimize training and support processes, ensuring they become excellent guides in the future, contributing to enhancing educational quality.
Engaging in PD activities can boost young EFL lecturers' confidence in their teaching abilities. As they gain new skills and knowledge, they become more competent and self-assured educators, which positively impacts their interactions with students and colleagues. Young EFL lecturers often work with students from diverse cultural backgrounds. PD activities can provide insights into intercultural communication, allowing educators to navigate cultural differences more effectively and create inclusive learning environments.
A supportive and engaging professional development environment can positively influence faculty satisfaction and retention. Understanding the barriers and challenges that young lecturers face in participating in PD activities is crucial for designing interventions that address these concerns. This rationale aligns with the goal of creating an academic environment where young lecturers feel valued, supported, and motivated to continue their careers within the university. Aims and objectives of the study The primary aim of this research is to investigate and uncover the perceptions of young EFL lecturers at Hanoi University of Industry on professional 3 development activities The study seeks to find out what PD activities these EFL young prefer to join in for enhancing their teaching and research skills.
This will help to provide valuable insights into the specific PD initiatives that resonate with early-career educators, enabling them to effectively cultivate their pedagogical and scholarly abilities. In addition to exploring the perceived benefits, this research also aims to uncover the barriers or challenges that young lecturers encounter when participating in professional development activities at the Hanoi University of Industry. By identifying and understanding these obstacles, the study intends to provide actionable recommendations for the university administration to enhance the accessibility and effectiveness of PD opportunities. Research questions To achieve these objectives, the study addresses the following research questions: (1) What are young EFL lecturers’ perceptions of current PD activities at Hanoi University of Industry? (2) What specific professional development activities do these young EFL lecturers prefer to join in for enhancing their teaching and research skills? (3) What are the perceived barriers that these young EFL lecturers face in participating in professional development activities? 1.
Scope of the study This research was carried out in the school year 2023-2024 and specifically target the context of the Hanoi University of Industry. During this academic period, the study aimed to investigate and analyze the professional development activities among young lecturers within the university. By examining this specific time frame and institutional setting, the research could 4 capture a comprehensive understanding of the perceptions, practices, barriers, and motivations that shape young lecturers' engagement in professional development initiatives. Significance of the study Understanding young EFL lecturers’ perceptions of PD activities is crucial for promoting effective pedagogy.
By identifying specific workshops, seminars, and training programs that resonate with early-career lecturers, the study contributes to the improvement of classroom strategies, innovative instructional techniques, and student engagement. Being informed of the most beneficial professional development activities for enhancing young EFL lecturers’ teaching and researching skills helps provide lecturers and university administrators with targeted insights to tailor professional development initiatives that align with young lecturers' teaching aspirations, ultimately fostering a more dynamic and impactful learning environment. The study's exploration of barriers that young lecturers face in participating in PD activities provides valuable insights for university administrators and policy makers. By understanding the hindrances that early-career lecturers encounter, the university can strategically design PD programs that address these obstacles.
This alignment between PD offerings and young lecturers' needs can result in more effective and accessible professional development opportunities, enhancing overall faculty satisfaction and retention. 5 CHAPTER 2: LITERATURE REVIEW 2. Definition and purpose of professional development activities Professional development manifests in a multitude of forms, encompassing both collaborative and individualized pathways, spanning continuing education, pre-service and in-service training, collaborative group initiatives, team-based curriculum development, as well as peer-based cooperation and support networks. Thomas Guskey (2000) provides a concise definition of professional development, describing it as the systematic processes and activities specifically devised to elevate the professional knowledge, skills, and attitudes of educators, thereby facilitating their ability to enhance the education and development of students.
Similarly, Torff and Sessions (2008) offer a complementary definition, characterizing professional development initiatives as "comprehensive programs of activities strategically created to augment the collective professional expertise of groups of educators." According to Niemi (2015), professional development is often perceived by many researchers as a series of training events that occur as teachers engage in their work within schools following their graduation from teacher education institutions. This is acknowledged as the fundamental aspect of various educational reforms (Fore et al. Additionally, as noted by Gencturk (2021) and Tan (2014), effective PD programs are essential for providing teachers with the necessary knowledge and skills to enhance the quality of their instruction and improve student learning outcomes. A typical PD program aims to enrich teachers' knowledge and practice, leading to potential improvements in student learning outcomes, as highlighted by Luft et al.
(2014) in their research. Teacher learning within PD programs is facilitated through the incorporation of features that encourage collaborative 6 work in an active setting, tailored to the specific contexts of their classrooms and focusing on disciplinary areas (Carney et al., 2016; Guzey et al.