Tài liệu Factors affecting efl teachers' english for specific purposes a case study at ba ria vung tau college of technology master of tesol

BA RIA VUNG TAU UNIVERSITY THESIS FACTORS AFFECTING EFL TEACHERS’ ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY AT BA RIA VUNG TAU COLLEGE OF TECHNOLOGY Student’s name: PHẠM THỊ NHÂN Student’s code: 18110047 Supervisor’s name: TRAN QUOC THAO, Ph.D. BA RIA - VUNG TAU, 2022 MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY --------------- "FACTORS AFFECTING EFL TEACHERS’ ESP: A STUDY AT BA RIA- VUN TAU COLLEGE OF TECHNOLOGY” Submitted to the POSTGRADUATE INSTITUTE in partial fulfillment of the Master’s degree in TESOL Course code: By PHAM THI NHAN Supervised by TRAN QUOC THAO, Ph.D. BA RIA- VUNG TAU, 2021 The thesis entitled FACTORS AFFECTING EFL TEACHERS’ ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY AT BA RIA VUNG TAU COLLEGE OF TECHNOLOGY was successfully defended and approved on ……….…. …at Ba Ria Vung Tau University Academic supervisor : Dr. TRAN QUOC THAO Examination Committee 1. Chair 2. Reader 1 3. Reader 2 4. Member 5. Secretary Member On behalf of the Examination Committee Chair (full name, title, signature) iii BA RIA VUNG TAU UNIVERSITY POSTGRADUATE INSTITUTE Ba Ria Vung Tau, December 2021 MASTER’S THESIS REPORT Student’s name: PHAM THI NHAN Sex: Female Date of birth: July 21st 1989 Place of birth : Hai Phong city Major: TESOL Student’s code: 18110047 I- Thesis title: FACTORS AFFECTING EFL TEACHERS’ ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY AT BA RIA VUNG TAU COLLEGE OF TECHNOLOGY II-Objectives and contents: The aim of this study is to explore the factors that affect EFL teachers’ teaching ESP in the context of Ba Ria- Vung Tau College of Technology in Ba Ria- Vung Tau province. The specific objectives of the research are as follows:  To explore the ESP teaching practices of EFL teachers at Ba Ria Vung Tau College of Technology;  To find out factors that affect EFL teachers’ teaching ESP to non-English majors at Ba Ria Vung Tau College of Technology. This study was carried out at Ba Ria- Vung Tau College of Technology in Ba Ria- Vung Tau province. Participants were 6 EFL teachers of the basic theory department at BCTECH. The mixed-methods research and the two instruments, namely questionnaire and semistructured interview were used to collect the data. In terms of data analysis, the author utilized the physical manipulating data and content analysis to analyze the data. iv III- Starting date: (as stated in the Decision issued by the University ) IV- Completing date: .............................................................................................................. V- Academic supervisor: (full name, title) TRAN QUOC THAO, Ph.D. ACADEMIC SUPERVISOR ((full name, signature) FACULTY DEAN ((full name, signature) v CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: FACTORS AFFECTING EFL TEACHERS’ ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY AT BA RIA VUNG TAU COLLEGE OF TECHNOLOGY In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Postgraduate Institute, Ba Ria Vung Tau University Ba Ria Vung Tau, August 2021 PHAM THI NHAN vi RETENTION AND USE OF THE THESIS I hereby state that I, PHAM THI NHAN, being a candidate for the degree of TESOL accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the library. In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses. Ba Ria Vung Tau, December 2021 Signature ……………………………. PHAM THI NHAN vii ACKNOWLEDGEMENTS My heartfelt gratitude goes out to everyone who assisted me to finish my thesis. First and foremost, I would like to express my profound gratitude to Dr. Tran Quoc Thao, my supervisor, for his insightful remarks and ideas throughout the research process. His vigor, excitement, vision, and patience have all left a lasting impression on me. This thesis would not have been finished if it had not been for his help and guidance. Secondly, I am very grateful to the school management board and my dean of department who have supported me much time to implement this thesis. My sincere thanks also go to Ms. Truong Le Minh, my head teacher, has given me encouragement to enroll this M.A course and all her help and advices. I would like to thank the research participants who have contributed to this study. Last but not least, I warmly thank my family including my husband, my sister, my daughters for their countless support, greatest sympathy and unconditional love. viii ABSTRACT ESP has appeared in the daily lives of a majority of workers in international workshops and it has become a part of vocational education programmes in Vietnam. However, rarely has anything been done about the structure of an ESP lesson and how it is being taught after putting ESP subjects into a training programme, and exploring factors affecting the current ESP teaching practices at vocational schools in Vietnam. This study aims to investigate the current ESP teaching practices of EFL teachers and factors affecting their teaching process at the one vocational school in the South of Vietnam. Data was gathered by the open-ended questions and semi-structured interview from six EFL teachers who are teaching the different majors at Ba Ria- VungTau College of Technology. The results showed that the ESP lessons are divided into three stages: opening, sequencing and closure stages which combine three types of activities: sub-activities, main activities and post activities. Nevertheless, the four of teachers applied to all the above stages, the two teachers could not because of the limited class time. The types of activities are similar to the stages of the lesson of which the post activities are regarded as homework and teachers will check in the next sessions. Furthermore, the positive factors are: facilities and teaching experience that support EFL teachers during the teaching process, and the students’ English level and motivation are two negative factors that are difficulties they are facing. The findings of this study could help EFL teachers and managers realize the real problems in teaching ESP for students, and find solutions to improve them in the vocational schools in Vietnam. Keywords: English for Specific Purposes, ESP teaching practices, stages of the lesson, activities in ESP lessons, factors ix TABLE OF CONTENT CERTIFICATE OF ORIGINALITY .................................................................... vi RETENTION AND USE OF THE THESIS ........................................................vii ACKNOWEDGEMENTS ...................................................................................viii ABSTRACT ........................................................... Error! Bookmark not defined. APPENDICES ........................................................ Error! Bookmark not defined. LIST OF TABLES ................................................. Error! Bookmark not defined. LIST OF FIGURES ................................................ Error! Bookmark not defined. LIST OF ABBREVIATIONS AND SYMBOLS ... Error! Bookmark not defined. CHAPTER 1 INTRODUCTION ............................ Error! Bookmark not defined. 1.1. Background to the study ........................... Error! Bookmark not defined. 1.2. Statement of the problem............................................................................ 3 1.3. Aim and objectives of the study ................................................................. 5 1.4. Research questions ..................................................................................... 5 1.5. Scope of the study ...................................................................................... 5 1.6. Significance of the study ............................................................................ 6 1.7. Definitions of the Terms……………………………….…………...........7 1.8 Organization of the thesis ……………….………………………………..7 CHAPTER 2 LITERATURE REVIEW................................................................ 8 2.1 Introduction ................................................................................................... 8 2.2 English for Specific Purposes ....................................................................... 8 2.2.1 Definition of ESP .................................................................................... 8 2.2.2 Classification of ESP ............................................................................. 9 2.2.3 Characteristics of ESP ........................ Error! Bookmark not defined.2 2.3 ESP teaching ............................................. Error! Bookmark not defined.3 2.3.1 Overview of ESP teaching .................. Error! Bookmark not defined.3 2.3.2 Roles of ESP teachers ......................... Error! Bookmark not defined.4 2.3.3 Roles of context in teaching ESP........ Error! Bookmark not defined.7 2.3.4 ESP teaching methodologies .............. Error! Bookmark not defined.7 x 2.4 ESP teaching practices .............................. Error! Bookmark not defined.8 2.5 Affecting factors in teaching ESP ............ Error! Bookmark not defined.1 2.5.1 Teacher related factors ........................ Error! Bookmark not defined.1 2.5.2 Student related factors ....................... Error! Bookmark not defined.3 2.5.3 Teaching context-related factors………….……………………….. 24 a. Teaching materials………………………………………………....24 b. Facilities…………………………………………………………... 25 c. Admin arrangement ………………………………………………. 26 2.6 Previous studies on teaching ESP ............. Error! Bookmark not defined.7 2.7 Conceptual Framework…………………….………………………………30 2.8 Summary ................................................... Error! Bookmark not defined.1 CHAPTER 3. METHODOLOGY ........................ Error! Bookmark not defined.2 3.1 Introduction ............................................ Error! Bookmark not defined.2 3.2 Research design ...................................... Error! Bookmark not defined.2 3.3 Research site ........................................... Error! Bookmark not defined.2 3.4 Descriptions of ESP subject at BCTECH………………………………….33 3.5 Sample and sampling procedures ........... Error! Bookmark not defined.3 3.6 Research instruments .............................. Error! Bookmark not defined.6 3.6.1 The opened-ended questionnaire ........ Error! Bookmark not defined.6 3.6.2 Semi-structured interview ..................................................................... 37 3.7 Data collection procedures ................... Error! Bookmark not defined.38 3.8 Data analysis procedures ...................... Error! Bookmark not defined.38 3.9 Validity of qualitative research …………………………………………..39 3.10 Reliability of qualitative research………………………………………..39 3.11 Summary............................................... Error! Bookmark not defined.40 CHAPTER 4 RESULTS AND DISCUSSION .... Error! Bookmark not defined.1 4.1 Introduction ............................................... Error! Bookmark not defined.2 4.2 Results ....................................................... Error! Bookmark not defined.2 4.2.1 Stages of lesson................................... Error! Bookmark not defined.2 a. Opening stage……………………………………………………….43 xi b. Sequencing stage …………………………………………….……. 44 c. Closure stage ………………………………………….……………44 4.2.2 Activities in lesson ......................... Error! Bookmark not defined.5 a. Sub-activities………………………………………………………. 45 b. Main activities …………………………..………………………….46 c. Post activities……………………………………………………….. 47  Testing & consolidating activities……………………………………….47  Reality activity…………………………………………………..………47 4.2.3 Affecting factors in teaching ESP of EFL teachers at BCTECH……..48 a. Positive factors………………………….……………………………....49  Facility………..………………………………………………….………49  Teaching experience ……………………………………………….…....49 b. Negative factors ………………………..……………………………. ..50  Level of students………………………………………………………....50  Motivation of students…………………………………………………...51 4.3 Discussions .............................................................. Error! Bookmark not defined.…………………………………………………………….…52 4.3.1 ESP teaching practcies of EFL teachers at BCTECHError! Bookmark not defined.…………………52 4.3.2 Affecting factors in EFL teacher’s teaching ESP to non-major students at BCTECH .................................................... Error! Bookmark not defined.54 4.4. Summary………………………………………………...………………..55 CHAPTER 5 CONCLUSION ................... Error! Bookmark not defined.……..57 5.1 Summary of the main findings of the thesisError! Bookmark not defined.57 5.2 Pedagogical implications ............................................................................ 58 5.3 Limitations and Recommendations for the further researchError! Bookmark not defined.58 REFERENCES ................................................... Error! Bookmark not defined.60 APPENDICES A ................................................ Error! Bookmark not defined.62 APPENDICES B ................................................ Error! Bookmark not defined.70 xii APPENDICCES C.............................................. Error! Bookmark not defined.72 APPENDICES D ................................................ Error! Bookmark not defined.73 APPENDICES E …………………………………………………………………. 77 APPENDICES Appendix A: Questionnaire for Survey Appendix B: Interview Protocol Appendix C: Themes Emerged in the Study Appendix D: Sample Coding Appendix E: Sample of interview data analysis xiii LIST OF TABLES Table 3.1 Information of participants Table 3.2 ESP Majors of participants Table: 3.3 Overview of the Survey Table 4.1. Themes and Codes emerged in relation to the Portrait of the Case Table 4.2: The sub-themes in relation to ESP teaching practices Table 4.3. Codes in stages of lesson Table 4.4. Codes in activities in lesson Table 4.5 Code of post activities in lesson Table 4.6 Coded in affecting factors Table 4.7 Coded in negative factors xiv LIST OF FIGURES Figure 2.1: ESP Classification by experience Figure 2.2: Types of ESP (Hutchinson and Waters, 1987, p.16) Figure 2.3: ESP Classification by professional area Figure 2.4: Roles of the ESP Practitioner Figure 2.5: Conceptual framework of the ESP practices and the factors affecting in teaching ESP of EFL teachers xv LIST OF ABBREVIATIONS AND SYMBOLS BCTECH Ba Ria- Vung Tau College of Technology EAP English for Academic Purposes EFL English as a Foreign Language EOP English for Occupational Purposes EPE English for Petroleum Engineering ESP English for Specific Purposes IT Information and Technology GE General English PBL Project-based Learning xvi CHAPTER 1 INTRODUCTION 1.1 Background to the study In the new global economy, learning English is no longer for its own justification but using the language in a different context with specific purposes is necessary with learners. ESP (English for specific purposes) subject, which has been associated with majors’ knowledge to support learners to meet the needs of employers, has become a vital subject in educational programs. With the worldwide growth in demand for English, the number of colleges and universities advertising ESP subjects are on the rise these days to meet the ever expanding particular needs of students who have a place to diverse areas. Hutchinson and Waters (1987, p.8) support the view that “tell me what you need English for and I will tell you the English that you need”. To respond to the demanding high levels of English communication for specific purposes in English, ESP is one of the necessary subjects which universities and colleges have chosen to train for their students to help them communicate in specific English contexts. Nowadays, the current Vietnamese government highlights the goal that education at colleges and universities should help students gain profound knowledge and practical skills in their jobs with the ability to work independently and creatively as well as solve problems in the field of study (National Assembly of Vietnam, 2005, p.16). In the line of this direction, ESP is selected in their training professional programs of vocational education schools and colleges. The vocational schools and colleges have to keep serious eyes on the situation and focus on job–oriented training because vocational education has to change from supplydriven to demand-driven model to keep in step with the development of global industries which have an increasing awareness of technicians about ESP skills. Currently, the General Department of Vocational Training (Ministry of War Invalids and Social Affair) is really interested in specialized English programs for colleges and vocational schools. According to decision no. 899/ QD- TTg of the Prime Minister on June 20, 2017, the targets of programs for vocational education employment and labor safety were approved in the 2016 -2020 period. The director of vocational education has established twelve appraisal boards that 1 evaluated ESP programs for level 3 and level 4 of key international occupations including: Biotechnology, Information Technology (software application), Engineering electrical installation and industrial control, Computer network administration, Graphic design, Mechatronics, Air-conditioning and air-conditioning engineering, Industrial electronics, Resort management, Restaurant management, Travel guide, Tour operator. As a matter of fact, the role of ESP is getting more and more attention in all field’s education. However, there are some existing factors that directly affect the effectiveness of ESP such as: students, teachers, teaching methodology, materials and others in which learners are considered as the nucleus of all activities in teaching ESP. Evans and John (1998) suggest ESP is a learner –centered approach. ESP subjects are planned for the learners who need English for their occupation in a post-academic setting or for the the ones who need it for scholarly purposes in a pre-occupational setting. However, in recent years, teachers are confronted with a lot of issues such as students’ poor proficiency, their low interest and motivation in learning and passive performance in class. Furthermore, their knowledge of reality is still limited. They are standing on theoretical papers without real knowledge about their majors. In addition, ESP have used the traditional methods such as grammar translation, direct method or structural method. Those methods have focused only on skills and areas of knowledge in isolation which actually meant that the content of the course was limited to specific vocabulary and grammar of the chosen field. For this reason, students become passive. Hence, the role of teachers and their methodologies play a great influence in improving this problem. In spite of the similarity to General English (GE) in employing the techniques and methods, ESP teaching practices have its peculiar features which lies in the knowledge of the content to be taught. Moreover, teachers who not only provide linguistic and strategic competencies which support learners improve their academic competence independently, but they also concentrate on goals and objectives, then select and develop effectives materials, plan appropriate courses and evaluate the learner’s patterns of development. Besides, methodologies are chosen carefully to teach for students at different levels. According to Widdowson (1983, p.130) appropriate teaching methodology is located “at the very heart of the operation with course design at servicing its requirements”, and to address their specific needs. Similarly, Hutchinson (1998) claims that the importance of 2 considering the methodological aspects of teaching ESP to supply for the needs of ESP learners. Shortly, a teacher plays as a conductor in an orchestra and his teaching method is the way that he guides to get wonderful music. The other factors relate to teaching and learning context where teachers and students rehearse their activities. That is also the significant place in which teachers meet and exchange the duties with their colleagues or where students associated with each other and with the teachers in and outside the classroom. The structure of the space and the courses of furniture also express the expectations of teachers and students in their school. Earthman (2004, p.18 cited in Farida, 2015, p.99) indicated that the building where students spend a good deal of their time learning passes on in truth influences how well they learn. What is more, Bunting (2004) and Siegel (1999) inquired that the positive attitudes of students and teachers were promoted by an appealing building. With these characteristics, the educational environment, where knowledge is valued, successfully built and effectively recovered and uttilized., is necessary in the teaching and learning process. The other facet relates to admin-arrangement whose duties are to inspect the process of teaching and learning, and to supervise the final test for assessing the outcomes of students. The last one is course designing or relevant materials. Ellis and Johnson (1994) conclude that subject – specific materials focus on a particular job or industry. When selecting materials carefully, they will equip the learners with necessary skills and knowledge especially with subject – specific materials which cater for ESP learners’ specific needs better. So if ESP teachers consider what is essential, decide units from the number of course books adapting learners’ needs or even write a number of extra units to reference, learners will get learning objectives. In view of those factors, ESP teaching and learning is still an urgent issue in vocational schools, colleges and universities. Thus, “ESP teaching” matters will be explored more in this thesis. 1.2. Statement of the problem In this globalization era, with its hopes, ESP will bring “a brave new world, a revolution in linguistics and a new focus on the learner” (Hutchinson & Waters, 1987, p.6). Teaching and learning have become a trend and a reality in the world. It should be directed to the specific purposes that are related to its major. Through the ESP subject, students are hoping to gain 3 specialized knowledge so that they can use them to apply in their field in English. In the Vietnam context, after the Open–door policy issued by the Government in 1990, the developing economy has created a demand for a resource of professionals who are able to communicate in a professional environment. So, ESP plays a vital role in Vietnamese higher education institutions since “science, a key economic priory, is taught through English” (Nguyen, 2013, p.26). However, in fact, teaching and learning English for specific purposes in Vietnam are still less effective and do not meet society needs. Although the efforts moving toward the quality of instructing ESP in Vietnam, globalization and the diversity of English has remarkably challenged English language learning and teaching of Vietnamese EFL teachers and EFL teachers of BCTECH are among them. With modern teaching equipment, BCTECH learners could learn specific vocabularies through real imaginations on smart televisions or watch videos relating to precise situations on YouTube channels. Moreover, the curriculum is also selected and evaluated carefully before being taught. Most textbooks are published in famous presses. For example: Flash on English for mechanics, electronics and technical assistance is chosen for mechanic and engineering majors. It is in the ESP series of Sabina Cedraro and Sereva Poverino from Italy. Infotech – English for computer users (fourth edition) is for IT students published by Cambridge Press. Those factors could be regarded as non- human elements which affect directly subjects. On the other hand, the other human elements like students, teachers and teaching methodology have a great prestige on subjects. In fact, ESP teaching and learning quality has still been far from satisfactory. Students have low proficiency of English and lack of real knowledge, self-learning ability and group work’s abilities while most EFL teachers have not attended training courses regularly. With only six EFL teachers, most of ESP teachers are General English (GE) teachers whose duties are both teaching GE and ESP. Therefore, they do not spend more time updating new methods to encourage students in class. Traditional methods are often used in both GE and ESP such as grammar translation, direct method or structural method. Those are methods that have just focused on skills and areas of knowledge in isolation which actually meant that the content of the course was limited to specific vocabulary and grammar of the chosen field. For this reason, students become 4