Factors Affecting English Language Teaching and Learning in Higher Education

Autor/inn/en	Nguyen, Hong Thi; Warren, Wendy; Fehring, Heather
Titel	Factors Affecting English Language Teaching and Learning in Higher Education
Quelle	In: English Language Teaching, 7 (2014) 8, S.94-105 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Instruction; Higher Education; Nonmajors; Foreign Countries; Teaching Methods; Observation; Barriers; Teaching Styles; Communication Skills; Time Factors (Learning); Grammar; Time Management; Class Size; Classroom Techniques; Language Proficiency; Planning; Technology Uses in Education; Self Esteem; Student Attitudes; Oral English; Teacher Role; Student Role; Vietnam + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Lehrstil; Unterrichtsstil; Kommunikationsstil; Grammatik; Zeitmanagement; Klassengröße; Klassenführung; Language skill; Language skills; Sprachkompetenz; Ablaufplanung; Planungsprozess; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Lehrerrolle
Abstract	This paper reports part of a study that aims to explore factors affecting the efficacy of non-major English teaching and learning in Vietnamese higher education through an investigation of classroom practices. Eight non-participant class observations were conducted at HUTECH University, Ho Chi Minh City, Vietnam. The study's findings show that many factors hinder the quality of English teaching and learning: uninteresting teaching style; insufficient time for communicative activities; grammar-driven teaching; unreasonable time-management; unclear instructions; large class sizes; teachers' limited ability in classroom organization; unequal students' English levels; inadequate lesson preparation; teachers' limited use of teaching aids and technology; and students' lack of confidence in using oral English in class activities. Based on these results, recommendations are given to improve the quality of non-major English teaching and learning, at HUTECH University in particular and in Vietnamese higher education in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01