VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES NGUYEN THI HONG HANH AN INVESTIGATION INTO EFL TEACHERS’ PROFESSIONAL LEARNING COMMUNITIES AT ECONOMICS UNIVERSITIES IN VIETNAM (Nghiên cứu cộng đồng học tập phat triển chuyên môn của giảng viên Major: English Language Teaching Methodology Code: 9140231.01 DOCTORAL THESIS: ENGLISH LANGUAGE TEACHING METHODOLOGY HANOI, 2022 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES NGUYEN THI HONG HANH AN INVESTIGATION INTO EFL TEACHERS’ PROFESSIONAL LEARNING COMMUNITIES AT ECONOMICS UNIVERSITIES IN VIETNAM Tiếng Anh ở một số trường đại học kinh tế tại Việt Nam) Major: English Language Teaching Methodology Code: 9140231.01 DOCTORAL THESIS: ENGLISH LANGUAGE TEACHING METHODOLOGY Supervisor 1: Assoc. Nguyen Van Trao 2: Dr. Huynh Anh Tuan HANOI, 2022 THESIS DECLARATION I certify that this is completely my own work, which has been done after registering for a PhD degree at the University of Languages and International Studies under Vietnam National University, Hanoi. The work has not been previously submitted, in whole or in part, in any previous application for a degree.
Signature of the candidate: Date: 14.2022 Nguyen Thi Hong Hanh ACKNOWLEDGMENTS To begin, I would like to express my sincere thanks to the professors and teachers at the Faculty of Graduate Studies-University of Languages and International Studies, Vietnam National University, Hanoi, for organizing courses and providing me with an abundance of useful information. This has aided me in expanding my knowledge, developing research skills, completing my thesis, and conducting further scientific research. I would also like to thank my leaders and colleagues at the Department of English for Specific Purposes-Faculty of Foreign Languages, National Economics University, Hanoi for their valuable cooperation and assistance in conducting this research. I could not have completed my thesis without their support.
My gratitude goes to the leaders, experts, and teachers at Vietnam's economics universities. They studied, answered interview questions, and filled out questionnaires. This is a major foundation for analyzing, evaluating, researching, and synthesizing all research content so the thesis meets practical and thesis requirements. I also thank the professors, experts, and examiners of the Thesis Examination Board at all levels for their comments, reviews, and instructions.
It gives me the confidence and commitment to finish my thesis. On this occasion, I would like to express my heartiest gratitude to Associate Professor Dr. Nguyen Van Trao and Dr. Huynh Anh Tuan for their roles and expertise in directly guiding and inspiring me throughout the research process, from the initial proposal to the final report.
I would like to express my great gratitude to my closest friends and my family for their unwavering support. Without their encouragement and support, I would not have made it to the destination of my academic journey. Finally, this is a study on an issue that is increasingly being effectively applied in the fields of teacher training and professional development to enhance teachers' credentials, expertise, and skills. While I attempted to concentrate on and integrate a variety of theories and practices, and personal experiences, shortcomings cannot be avoided.
Therefore, I hope to receive constructive feedback from teachers and readers for my improvement. I would like to take this opportunity to express my heartfelt gratitude and appreciation for that. ii TABLE OF CONTENTS THESIS DECLARATION. - LH HH HH ng ng nghiệt i ACKNOWLEDGMENTS.- -Q ng ng ng HH ng ii L\.
Vii LIST OF ABBREVIA TIONS. Sàn» HH HH ng HH Hy VII LIST OF TABLES 1118. ix LIST OF FIGURES 00000.- -- SH HH HH nhiệt 1 1. Background of the reS€arCH.
EFL teaching and learning and tertiary EFL teacher professional development IN ¿i0 0. Requirements for EFL teachers in Vietnam and at VEUS. Professional activities of EFL teachers at VEUS 000. Statement of the problem 0Ú.
The aim and objectives of the research. Significance of the research 1n. Research PTOC€(UTC. -- -- 5 +1 ng TH ng nh ng 13 I N09.
Scope of the research 0n. Outline of the thesis .- -- -- 1 1311119 11119 1111 01111 HH Hy 15 CHAPTER 2. Q LH HH HH HH Hy 17 2. Professional learning community (PLC) operation.
Professional learning cCOmmUIẨV. Teachers’ cumulative learning for professional development. Dimension Performance Of PLCS .-- 5 + + 1£ ++sE+*vE+se+eseeeseesske 31 2. Deployment and implementation Of PC s.- --- 5+ s£++*++se+se+sxs2 38 2.
Quality management Of PLCS .-- 5 + 52+ 131kV kg ng re 44 2. Factors for successful PLC OperatIOIn. Teacher cumulative learning related factors. PLC dimension related factors.
DIP related ÍaCOTS. QMP related factors TT. Socio-cultural and organizational learning theOTI©S. Socio-cultural learning theOTV.
Organizational Learning “TH€OrV. The combination of Sociocultural and Organizational Learning Theory - The theoretical frameWOTk .- -ó- «6 s11 vn TH TH HH nhà 65 2. Pr€VIOUS SfUÏ€S.G- G TH HH tt 69 2. Previous empirical SfUC[1S.- - HH TH HH HH vn 71 2.
The proposed conceptual framework of the research. The concept of PLC operation. The elements of PLC operation. The conceptual framework of PLC OperafIOH.- --- «5+ £+s£+seesex+ 75 Pa eee.
Research design and research procedure. Research sites and study sample. SUIVEY DATẨICIDA4TIES.- 2G SH HH ng HT TH HH HH TH ng 87 3. Data collection 1nSfTUTTTIES,.
- - 5 5 0011300111930 E911 1 911 9v ng ng kp 89 3. Data collection procedure .- 5 G1111 TT Tnhh nhưng 95 IV 3. Data analysis procedure. G11 E219 19119 1 1x ng ng nếp 97 3.
Validity, Reliability, Trustworthiness and CredIbiÏity. FINDINGS AND DISCUSSION. The reality of cumulative learning of EETs for their TPD. Findings from the questionnaire.
Findings from the interviewS. The reality of the dimension performance of PLCs among EETs. Findings from the questionnaire. Findings from the intervViewS .- Ác LH TH TH ng HH 129 4.
The deployment and implementation of PLCs of EETS. Findings from the questionnaire. Findings from the interviewS. The quality of management of PLCs of EE ÏS.
Findings from the questionnaire. Findings from the intervieWS. SG Q11 HH HH ng ng giết 141 “No on. Factors affecting PLC operation of EIEÏS.
Findings from the questionnaire. Findings from the intervieWS. SG Q11 HH ng ng ng ng nếp 153 —¬n) vo. LH HH HH ớt 162 5.
Overview of the. Main results of the thesis.-- 5 6 s1 E93 91193 1 91 9v ng ng nh ng 165 5. Conclusions from the research reSUÏfS. The cumulative learning of EIE7ÏTS.
The PLC dimension performance of EETs at VEs. The deployment and implementation of PLCs of EETS. Quality management of PLCs of EEÏTÌS.- - -- << + x3 1E 1 93119199 kg ng rey 198 1`an ae. Implications for policy-makers.
Implications for implementation ÏeVeÌS. Implications for further studies. Contribution of the thesis. -- -c - 11901119101 930 1991 HH nh vrưg 204 5.
Limitations Of the tHh€S1S.-- -- G5 <1 1131990 901 ng HH ng 209 REFLECTIONS ON MY RESEARCH JOURNEY.- ĂẶccsecse 211 LIST OF PUBLICA TIONS.- Tnhh ngư 219 REEFERENCES. ng TT Tho HT HH Hà Hà Hư Hà Hà Hà Hàng 220 {d0 00000.0ecceceeseseeseeseeeeeeeeenees XI APPENDIX 2A - INTERVIEW PROTOCOL (IN VIETNAMESE). XXI APPENDIX 2B - INTERVIEW PROTOCOL (IN ENGLISH). XXII APPENDIX 2C - INTERVIEW (IN VIETNAMESE) .ccsecseceeceeeeeeeseeneeseens XXII APPENDIX 2D - INTERVIEW (IN ENGLISH).
csccsscsecsey XXV APPENDIX 3A — INTERVIEW RESPONSES — O10. eeceecceseeseeeeeeneeeeeeseenee XXVII APPENDIX 3B — INTERVIEW RESPONSES — Ô2. cày XXX APPENDIX 3C — INTERVIEW RESPONSES — 03. XXXV APPENDIX 3D — INTERVIEW RESPONSES — 04.
ecceeceeseeeeeeeeteeeeeees XXXVII APPENDIX 3E — INTERVIEW RESPONSES — Ú5. Lee, XLI APPENDIX 3F - INTERVIEW RESPONSES — SAMPLE IN ENGLISH. XLV KEY TERMS S0157. XLVII VI ABSTRACT The aim of this thesis is to investigate the PLCs’ operation, specifically teachers’ cumulative learning for professional development, PLCs’ dimensions performance, PLC deployment and implementation, and PLC quality management for Vietnamese economics universities’ EFL teachers (EETs).
By synthesizing PLC, sociocultural, and organizational learning theories, the thesis established an applicable conceptual framework for the research. The research survey of the present state of PLCs and the identification of impact factors resulted in recommendations for initiating, sustaining, and promoting PLCs operation. The data were gathered through questionnaire surveys and interviews. The research yields the following findings.
First, PLCs at Vietnamese economics universities (VEUs) are currently in stage 2 (initiation) of the four developmental stages due to scattered specialized operations, incomplete and fragmented implementation, and no explicit plan or running mechanism for PLCs. The participants asserted that self-study remains critical and that PLC is an invaluable support tool for meeting their professional development needs, but it has not been used. Second, while there was initially a professional PLC operation performance, deployment and implementation, quality management, and effectiveness evaluation were not established, resulting in a lack of synchronization during implementation. All the findings above emphasize the critical nature of promoting PLC operation for EETs at VEUs.
Vii LIST OF ABBREVIATIONS DIP Deployment and Implementation of PLCs EETs EFL teachers at economics universities in Vietnam EFL English as a Foreign Language ELT English Language Teaching MoET Ministry of Education and Training PD Professional Development PDP Dimensions Performance of PLCs PLC Professional Learning Community QMP Quality Management of PLCs TPD Teacher Professional Development VEUs Economics universities in Vietnam Vili LIST OF TABLES Table 2.1: Summary of PLC definitions .2: Summary of PLC dimensions .3: Dimensions Of PLCS. --- 5 (6 5 193111 911 11931 1 vn ng ướp 36 Table 000062009090.5: Key roles and tasks of PLC facilitators .1: Demographic information of paTfICIDATIES.2: Interview participants meeting the Criteria .3: Internal Consistency Analysis for PUCA-R.4: Research methodology SUITTAFV.2: EETs’ viewpoints on their interests in PLCs, PLC value and necessityl 12 Table 4.3: EETs’ opinions on the importance of PLCs dimensions.4: EETs’ opinions on the benefits Of PLC .-- 5 5+5 s+++ss+se++ss2 114 Table 4.5: EETs’ opinions on the challenges of PLCs .6: EETs’ on the expectations Of P CS .7: PLCA participant Responses: Shared and supportive Leadership .8: PLCA participant Responses: Shared values and visIOns.9: PLCA participant Responses: Collective learning and applications .10: PLCA participant Responses: shared personal practice .11: PLCA participant Responses: Supportive conditions — relationship .12: PLCA participant Responses: Supportive conditions — structures .13: Summary of the responses from PLCA participants .14: PLCA-R’s dimension Mean) SCOre .15: The diferrences in Ci€TI€T.16: The diferrences in POSIfIOII.17: The diferrences in Teaching Experience .18: The diferrences in Qualification .19: PLC dimensions performance-related ÍaCfOTS.20: PLC deployment and implementation-related factors. 151 ix LIST OF FIGURES Figure 2.1: Professional Learning Community ÔTrØan1Z€T.2: A combination of sociocultural & organizational learning theories .3: The conceptual framework of the present research.4: Factors influencing PLC operafIOn.-- cece ceeeeeeeeeeeeeeeeeees 77 Figure 3.1: Explanatory sequential mixed-methods design.1: EETs’ accumulation via TPD. cc cececceceeseesseeseeeeeeseeeeeseeseeeseeseeeees 105 Figure 4.2: The engagement in the accumulation via PLCs of EETS.3: EETs’ opinion on the role of dimensions of PUCs.4: Current development stages Of PLCS .5: Mean score of dimensions Of P/CS.6: EFL teachers’ teaching experience on leadership and vision.1: EETs’ ongoing cumulative learning process via TPD & PLC.2: The influence factors of the cumulative learning of EETs.3: Model for PLC initiation .4: Leadership’s influence OT€T.5: Collaboration’ influence OTeT .6: Interaction among PLCs dimenSIO'S.7: Leader-Teacher’s influence OT€T.8: PLC’s interplay dimensions .9: The influence factors of the cumulative learning of EETs.10: Recommendation for the Non-Demonstration stages of PLCs .11: Recommendation for the Initial stages of PLCs in Vietnam.12: Recommendation for the Implementation stages of PLCs in Vietnam.13: Recommendation for the Institutionalization stages of PLCs.14: Model of the organizational system of PLCS .15: Model of PLCs running mechanism.- --« «+ +s «<< <++se+ss2 188 Figure 5.16: Model of PLCs motivation factor sySfe1m.17: Interplay groups implementing PC .18: Model of external influence factors on the DIP .19: Model of internal influence factors on DIP.20: Model of QMP.21: Model of external & internal influence factors on QME.22 : Model of interplay DIP & QMP plans .23: Model of PLC operation system.