TEACHERS’ STATED BELIEFS ABOUT THE USE OF ORAL PRESENTATION IN THE LANGUAGE CLASSROOM AND THEIR ACTUAL CLASSROOM PRACTICES = NIỀM TIN CỦA GIÁO VIÊN VỀ HOẠT ĐỘNG THUYẾT TRÌNH TRONG LỚP HỌC NGOẠI NGỮ VÀ THỰC HÀNH THỰC TẾ TRONG LỚP HỌC

• Main Author: Nguyễn, Thương Quỳnh
• Other Authors: Nguyễn, Chí Đức
• Format: Final Year Project
• Language: English
• Published: 2020
• Subjects: Ngôn ngữ Tiếng Anh; Thuyết trình
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/99929
• Institution: Vietnam National University, Hanoi

This study examined (a) the consistency between teachers’ stated beliefs about the use of oral presentation in the language classroom and their actual classroom practices and (b) the learning opportunities that such beliefs and practices created for learners. To reach this aim, this study used a case study approach with pre-observation interviews, classroom observations, and then post-observation interviews as three main instruments to gather research data. Research participants were two Vietnamese teachers of English as a foreign language recruited from a university in Hanoi, Vietnam. Three interesting findings emerged from the collected data. First, in both cases, there was a high correspondence between the teachers’ stated beliefs about the use of oral presentation in the language classroom and their actual classroom practices. However, the stated beliefs and classroom practices greatly differed from one teacher to the other. So did the numbers of the learning opportunities that such beliefs and practices generated between the two cases.