TRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY TONG THI MAI HUONG INSTRUCTION-GIVING IN EFL CLASSROOMS: THE CASE OF A UNIVERSITY IN VIET NAM MASTER THESIS IN ENGLISH LINGUISTICS Hanoi, 2024 MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY TONG THI MAI HUONG INSTRUCTION-GIVING IN EFL CLASSROOMS: THE CASE OF A UNIVERSITY IN VIET NAM Major: English Linguistics Code: 2022700040 MASTER THESIS IN ENGLISH LINGUISTICS SUPERVISOR: Dr. Dang Thi Minh Tam Hanoi, 2024 i DECLARATION BY THE AUTHOR I, M.A student Tong Thi Mai Huong, hereby declare that this thesis titled "Instruction-giving in EFL classrooms: The Case of a University in Vietnam" is my original work, conducted under the supervision of Dr. Dang Thi Minh Tam at Hanoi University of Industry. All sources of information used in this thesis have been duly acknowledged and referenced.
I affirm that this thesis has not been submitted in whole or in part for any other degree or qualification at any other university or institution. I further declare that all necessary permissions and approvals have been obtained for the collection and use of data. Date:_______________________ Author’s signature Tong Thi Mai Huong ii ACKNOWLEDGEMENTS I would like to express my sincere gratitude to all those who have contributed to the completion of this thesis on "Instruction-giving in EFL classrooms: The Case of a University in Vietnam." First and foremost, I extend my deepest appreciation to my supervisor, Dr. Dang Thi Minh Tam, for her invaluable guidance, support, and encouragement throughout the entire research process.
Her expertise, insightful feedback, and unwavering dedication have been instrumental in shaping the direction and quality of this study. Special thanks are due to the EFL teachers and students who participated in this research, without whom this study would not have been possible. Their willingness to share their experiences, insights, and perspectives has enriched the findings of this thesis and contributed to a deeper understanding of instruction-giving practices in EFL classrooms. I am indebted to my friends and family for their unwavering support, understanding, and encouragement throughout this journey.
Their patience, encouragement, and belief in my abilities have been a constant source of motivation and inspiration. Lastly, I would like to acknowledge the countless researchers, scholars, and educators whose pioneering work and scholarly contributions have laid the foundation for this study. Their insights, theories, and methodologies have provided invaluable guidance and inspiration, shaping the theoretical framework and research design of this thesis. In conclusion, I extend my heartfelt appreciation to all those who have played a part, however big or small, in the realization of this thesis.
Your support and encouragement have been deeply appreciated and will always be remembered. iii ABSTRACT Organizing effective instruction is a characteristic of classroom management, which minimizes time wasting and keeps students moving at a good pace. The study aims to explore the current practice of EFL teachers towards instruction-giving in EFL classrooms in a Vietnamese public university. To achieve this goal, classroom observations with 20 English teaching sessions and four structured interviews were conducted.
The analysis shows certain characteristics of EFL teachers namely attention-grabbing skills, repetition, the use of mother tongue and body language to support instruction delivery, providing demonstration, and checking understanding. Also, different EFL teachers’ perspectives towards instruction-giving practices are highlighted. After analyzing two sources of data, the difficulties related to grouping students, demonstrations, and language uses are proposed that EFL teachers can take into consideration for better instruction-giving. Understanding the current practices of instruction-giving in EFL classrooms allows teachers to manage classrooms better, enhance the quality of instruction, and foster positive learning outcomes for their students.
iv TABLE OF CONTENTS DECLARATION BY THE AUTHOR. Aim and objectives of the study. Scope of the study. Significance of the study.
3 CHAPTER 1: LITERATURE REVIEW. EFL Classroom Management. The Importance of Instruction-giving. What is Instruction-giving?.
Classification of Instruction-giving. Instruction-giving Sequence. The Preparation Stage. The Delivery Stage.
Demonstrating or modeling. Giving students a time limit. Post-delivery Stage. Checking for understanding.
Monitoring the activity. Strategies and techniques for effective instruction-giving in EFL classrooms. Clear and concise language use. Using mother tongue.
Attention grabbing techniques. Instruction Checking Questions. Total Physical Response and its relevance to instruction-giving. Visual aids and technology integration.
Factors influencing instruction-giving in EFL classrooms. Timing of the syllabus. 21 CHAPTER 2: RESEARCH METHODOLOGY. Data Collection Instruments.
Data Collection Procedures. Data Collection Procedures. 30 vi CHAPTER 3: FINDINGS OF THE STUDY. Teachers’ Current State of Using Instruction-Giving Strategies.
Problems Teachers Should Take into Consideration. Teachers’ Perception Towards Instruction-Giving. Strengths in Instruction-giving Practices. Challenges Encountered by EFL Teachers .Technology Integration and Visual Aids .Suggestions and recommendations for further studies.
61 APPENDIX 1: Observation checklist. 70 APPENDIX 2: Interview questions. 1 APPENDIX 3: Letter of consent. 2 APPENDIX 4: Transcription of observations.
3 vii LIST OF TABLES Table 1. Examples of ICQs and when and how we might choose to use them. 25 viii LIST OF FIGURES Figure 1. The rate of utilization of some instruction-giving techniques in EFL classrooms.
The use of first language and English in instruction-giving. Types of ICQs rate. Problems qualified by percentages. 41 ix LIST OF ABBREVIATIONS EFL: English as a Foreign Language L1: First language TPR: Total Physical Response VR: Virtual Reality EOP: English for Occupational Purposes ICQs: Instruction-checking questions 1 INTRODUCTION 1.
Rationale The landscape of education in Vietnam has undergone substantial transformation in recent years, reflecting the growing recognition of English proficiency as a crucial skill in diverse sectors such as education, employment, and international communication. As the demand for English language proficiency grows, so does the need for better classroom management. Instruction-giving, as a fundamental component of classroom management, plays a pivotal role in facilitating students' language acquisition and overall academic development (Angulo, 2023). In the context of the ever-evolving educational landscape in Vietnam, where the demand for English proficiency continues to grow(Lan, 2022), understanding the intricacies of instruction-giving becomes increasingly crucial.
Prior research has emphasized the critical role of instruction- giving in fostering effective learning outcomes in EFL settings. Kemma (2019) highlights the significance of effective instruction in promoting students’ active engagement and language development. Remarkably, the study of Loaiza and Jean (2023) points out effective instructions improve students’ performance in class activities. Interestingly, Sowell (2017) underscores that when students do not understand what they are supposed to do, the activities may be on the verge of failure.
Being good at instruction-giving helps students quickly understand their responsibilities for the next task (Bala, 2013), as a result, teachers can manage class better. Despite its undeniable importance, the specific practices of instruction-giving in EFL classrooms, particularly within the context of Vietnamese universities, remain largely unexplored in the current area of research. Only a few studies have been done, and one of them is Nguyen (2019), which explores the practices of instruction-giving in EFL classrooms. However, the study only utilizes a conversation analysis approach to analyze.
Recognizing the limited attention given to EFL instruction-giving 2 methods in Vietnam, my research seeks to bridge the gap and contribute valuable insights to the existing knowledge base in the field. Through a systematic examination of the current instruction-giving practices, challenges faced by educators, and the impact on students' language acquisition, my research aims to shed light on the practices of EFL instruction-giving at the study site and other institutions in the same context. The research not only seeks to enhance the understanding of effective instruction-giving strategies but also strives to provide practical recommendations for educators, curriculum developers, and policymakers. Ultimately, the goal is to empower the EFL education sector in Vietnam to evolve in tandem with the increasing demands for English language proficiency, thereby fostering a more robust and responsive learning environment for students.
Aim and objectives of the study The primary aim of this research is to gain a comprehensive understanding of instruction-giving practices in EFL classrooms at a university in Vietnam. To achieve this aim, the research will pursue the following objectives: - To investigate the various instruction-giving strategies and techniques employed by EFL teachers in university classrooms in Vietnam. - To explore the perspectives of EFL teachers regarding instruction-giving strategies and techniques. - To identify the challenges EFL teachers faced while giving instructions in their classrooms.
Research questions To achieve objectives, this study aims to address the following research questions: 1. What is the current state of instruction-giving in EFL classrooms at a Vietnamese University? 2. What are EFL teachers’ perspectives towards instruction-giving practice? 3 4. Scope of the study This research study focused on investigating instruction-giving practices in EFL classrooms at a university in Vietnam.
It explored the current practices of instruction-giving, perspectives of EFL teachers, and challenges faced by them in delivering instructions effectively. The aim was to provide insights into the instruction-giving strategies and techniques employed by teachers, with a specific focus on their relevance and effectiveness within the Vietnamese university context. However, the study was limited to a single university in Vietnam, and findings may not be generalizable to other institutions or contexts. The study relied primarily on self-reported data from EFL teachers, which might be subject to biases or inaccuracies.
It is also acknowledged that time and resource constraints might limit the depth of analysis in certain aspects of instruction-giving practices. Significance of the study The study contributes to the existing literature by providing a comprehensive understanding of instruction-giving practices in EFL classrooms within the Vietnamese university context. It adds valuable empirical insights to the existing body of knowledge, filling gaps in the understanding of instruction-giving practices. The research findings inform educational stakeholders, including teachers, administrators, and policymakers, in implementing policies, providing support, creating an environment conducive to effective instruction, and improving student learning outcomes in EFL education.
The introduction chapter lays the foundation for the research paper on instruction-giving in EFL classrooms at a university in Vietnam. By highlighting the significance of the research topic and outlining the objectives of the study, this chapter establishes the rationale for investigating instruction -giving practices in the EFL context. The introduction sets the stage for the subsequent chapters to contribute valuable insights into the field of EFL education and inform pedagogical approaches that can benefit teachers at the study site and other EFL teachers in a similar context. 4 CHAPTER 1: LITERATURE REVIEW In the field of education, effective instruction-giving has a significant impact on facilitating language acquisition and promoting student engagement (Loaiza & Jean, 2023).
Understanding the specific instruction-giving practices employed in EFL classrooms is particularly crucial in the Vietnamese context, where English language proficiency levels vary among students. This literature review chapter aims to critically examine and synthesize existing research on instruction-giving practices in teaching, especially in EFL classrooms. By reviewing the relevant literature, this chapter provides background knowledge about classroom management, the importance of instruction-giving, its classification, instruction-giving sequence, strategies, and techniques for effective instruction-giving and explores the factors that influence instruction-giving. EFL Classroom Management It is commonly acknowledged that classroom management is a vital skill in which teachers create a set of expectations that students must follow.
There are numerous definitions of classroom management, and it can take many different shapes, depending on the teacher, educator, or principal. Habibi et al.2017) define classroom management “which is also called classroom control and classroom discipline, is the most well-known concept referring to what we name as the management of the classroom while teaching is taking place”. Marzano (2003) shares the same viewpoint that managing the classroom effectively is one of the classroom teacher's most important jobs. It is a collection of the various techniques that teachers employ daily to create a pleasant learning environment in the classroom that is organized, engaging, productive, and promotes student learning and development (Gaias et al.
Noticeably, classroom management, as clarified by Brophy (2010, p. 41), is “a process of establishing and maintaining effective learning environments”.