“Inspiration and success for all learners”: How do Vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0?
This research is an attempt to highlight how Vietnamese EFL school teachers perceive their roles and what style of teacher they are in this current changing world – the world of Industry 4.0. The study involved a sample of 300 Vietnamese EFL school teachers throughout Vietnam. The instruments emp...
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oai:112.137.131.14:VNU_123-668042019-08-02T02:50:19Z “Inspiration and success for all learners”: How do Vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0? “Truyền cảm hứng và thành công cho mọi học sinh”: Giáo viên tiếng Anh ở trường phổ thông việt nam nhận thức như thế nào về vai trò của họ và họ thuộc kiểu phong cách giáo viên nào trong kỉ nguyên công nghiệp 4.0? Hoang, Van Van Teacher role - pertained responsibility Modern teacher style scale Traditional teacher role This research is an attempt to highlight how Vietnamese EFL school teachers perceive their roles and what style of teacher they are in this current changing world – the world of Industry 4.0. The study involved a sample of 300 Vietnamese EFL school teachers throughout Vietnam. The instruments employed for the research were three questionnaires intended to explore different aspects of EFL teachers’ perception of their roles. The data collected were analyzed quantitatively and were discussed in some detail. The research brought to light a number of signifcant fndings of which fve are prominent: (i) Vietnamese EFL school teachers displayed a relatively good understanding in identifying what roles are of traditional teacher style (TTS) and what roles are of modern teacher style (MTS); (ii) they rated as high and medium most of the roles of the TTS and reported having performed most of them; (iii) they rated as low some of the roles of the TTS but still kept on performing them; (iv) they rated as very high, high and medium most of the roles of the MTS, but only 2/3 of them were reported having been performed; and (v) they rated as medium many of the remaining roles of the MTS which belong to what has commonly been referred to in modern EFL/ESL pedagogy as the learner-centred approach in communicative language teaching (CLT), but the number of these roles reported having been performed were very modest. Based on the interwoven information obtained from the three questionnaires, it was suggested that although the era of Industry 4.0 is a reality, many of the Vietnamese EFL school teachers seem to be on the traditional side of the traditional ↔ modern teacher style scale. It is recommended that teacher role should be a legitimate component in all EFL teacher training and teacher professional development (PD) programmes in English teacher education departments/faculties in Vietnam to help EFL teachers be better familiarized with their roles, particularly those required in modern EFL/ESL education, so that they can perform their roles more effectively and more appropriately in their teaching for the success of their students as they move along their “journey of learning” (Pullias & Young, 1968: 32) a new means of communication". 2019-08-02T02:50:19Z 2019-08-02T02:50:19Z 2019 Article Hoang, V. V. (2019). “Inspiration and success for all learners”: How do Vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0? VNU Journal of Foreign Studies, Vol.35, No.3 (2019) 1-40 2525-2445 http://repository.vnu.edu.vn/handle/VNU_123/66804 https://doi.org/10.25073/2525-2445/vnufs.4366 en VNU Journal of Foreign Studies; application/pdf H. : ĐHQGHN |
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Teacher role - pertained responsibility Modern teacher style scale Traditional teacher role Hoang, Van Van “Inspiration and success for all learners”: How do Vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0? |
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This research is an attempt to highlight how Vietnamese EFL school teachers perceive their
roles and what style of teacher they are in this current changing world – the world of Industry 4.0. The
study involved a sample of 300 Vietnamese EFL school teachers throughout Vietnam. The instruments
employed for the research were three questionnaires intended to explore different aspects of EFL teachers’
perception of their roles. The data collected were analyzed quantitatively and were discussed in some detail.
The research brought to light a number of signifcant fndings of which fve are prominent: (i) Vietnamese
EFL school teachers displayed a relatively good understanding in identifying what roles are of traditional
teacher style (TTS) and what roles are of modern teacher style (MTS); (ii) they rated as high and medium
most of the roles of the TTS and reported having performed most of them; (iii) they rated as low some of
the roles of the TTS but still kept on performing them; (iv) they rated as very high, high and medium most
of the roles of the MTS, but only 2/3 of them were reported having been performed; and (v) they rated as
medium many of the remaining roles of the MTS which belong to what has commonly been referred to in
modern EFL/ESL pedagogy as the learner-centred approach in communicative language teaching (CLT),
but the number of these roles reported having been performed were very modest. Based on the interwoven
information obtained from the three questionnaires, it was suggested that although the era of Industry 4.0 is
a reality, many of the Vietnamese EFL school teachers seem to be on the traditional side of the traditional
↔ modern teacher style scale. It is recommended that teacher role should be a legitimate component in all
EFL teacher training and teacher professional development (PD) programmes in English teacher education
departments/faculties in Vietnam to help EFL teachers be better familiarized with their roles, particularly
those required in modern EFL/ESL education, so that they can perform their roles more effectively and
more appropriately in their teaching for the success of their students as they move along their “journey of
learning” (Pullias & Young, 1968: 32) a new means of communication". |
format |
Article |
author |
Hoang, Van Van |
author_facet |
Hoang, Van Van |
author_sort |
Hoang, Van Van |
title |
“Inspiration and success for all learners”: How do Vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0? |
title_short |
“Inspiration and success for all learners”: How do Vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0? |
title_full |
“Inspiration and success for all learners”: How do Vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0? |
title_fullStr |
“Inspiration and success for all learners”: How do Vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0? |
title_full_unstemmed |
“Inspiration and success for all learners”: How do Vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0? |
title_sort |
“inspiration and success for all learners”: how do vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0? |
publisher |
H. : ĐHQGHN |
publishDate |
2019 |
url |
http://repository.vnu.edu.vn/handle/VNU_123/66804 https://doi.org/10.25073/2525-2445/vnufs.4366 |
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