Literaturnachweis - Detailanzeige
Autor/in | Phan, Nga Thi Tuyet |
---|---|
Titel | Effective EFL Instruction in the Vietnamese Context: From Beliefs to Actual Classroom Practices |
Quelle | In: International Journal of Instruction, 11 (2018) 3, S.403-418 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1694-609X |
Schlagwörter | Foreign Countries; Beliefs; Classroom Techniques; Educational Practices; Performance Factors; English (Second Language); Language Teachers; Qualitative Research; Focus Groups; Observation; Journal Writing; Interviews; Fidelity; Case Studies; College Second Language Programs; Teacher Effectiveness; Teacher Attitudes; Vietnam Ausland; Belief; Glaube; Klassenführung; Bildungspraxis; Leistungsindikator; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Qualitative Forschung; Beobachtung; Zeitschriftenaufsatz; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten |
Abstract | This study was designed to extend our knowledge of the differences between EFL teachers' beliefs of effective instruction and their actual classroom practices under the influence of different factors in the Vietnamese context. The paper took a qualitative approach using focus group discussion, journaling, non-participant observation and post-observation individual interviews as data gathering tools. Findings from this study indicate a wide gap that existed between what was believed and what was actually implemented by experienced teachers. Participating teachers valued and were actually aware of the benefits of interactive activities to students' communication skills. However, they adopted teacher-centred, GTM-oriented instruction in the classroom. The study teachers' perceptions of students' factors, traditional educational values and norms, physical working constraints, family roles and emotion appeared to affect their teaching practices in the classroom. This research has the potential to inform teacher development in Vietnam and in similar settings with the view to improving the quality of English teaching and learning. (As Provided). |
Anmerkungen | International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |