INTRODUCTION
Statement of the problem and the rationale for the study
Teaching is a complex process that encompasses planning, implementation, evaluation, and adjustments, with lesson planning being a crucial step that significantly influences the success of English language lessons Effective planning and preparation form the foundation of the teaching process and are essential for enhancing instructional effectiveness As highlighted by Richards (1998), the success of a lesson often hinges on the quality of its planning, underscoring that good lesson planning is a vital determinant of lesson efficiency.
Designing an effective lesson plan is essential yet challenging for both experienced and novice teachers For many pre-service teachers, particularly novices, lesson planning is often seen as a significant hurdle (Thombury; Bhargava, cited in Ghanaguru, Nair & Yong, 2013) They face difficulties in creating comprehensive lesson plans and effectively implementing them in their teaching practice.
In Vietnam, significant efforts are being made to align with international education standards, leading to the implementation of numerous teacher training programs across the country The University of Languages and Sciences plays a pivotal role in this initiative, contributing to the enhancement of teaching quality and educational development in the region.
At the International Studies program at Vietnam National University (ULIS – VNU), several courses in English teaching methodology emphasize micro-teaching activities as key projects for student teachers to enhance their teaching skills While lesson planning is a central focus in these courses, students often struggle with designing effective lesson plans for their micro-teaching sessions Therefore, it is essential to place greater emphasis on lesson planning skills within teacher training programs Additionally, more research is needed to identify the challenges faced by novice teachers, enabling both teacher trainers and trainees to develop strategies to overcome these difficulties.
The study investigates the challenges encountered by third-year FELTE-ULIS students in writing and utilizing lesson plans for micro-teaching, which is a partial requirement of the course "English Language Teaching Methodology 2."
Aims and objectives of the study
This study aims to investigate the challenges faced by third-year FELTE-ULIS students in developing lesson plans for micro-teaching, particularly within the "English Language Teacher Methodology 2" course It focuses on identifying the difficulties encountered by these students when utilizing their lesson plans during micro-teaching sessions, examining the perspectives of both teachers and students to gain a comprehensive understanding of the issues at hand.
In brief, the research is carried out with the hope of setting up tentative answers to the following questions:
1 What are the problems faced by third – year FELTE – ULIS students in writing lesson plans as perceived by themselves and by their teachers?
2 What are the difficulties experienced by third – year FELTE – ULIS students as seen by themselves and by their teachers when they use their lesson plans to do micro – teaching in the course “English Language Teaching Methodology 2”?
Scope of the study
This paper focuses on the pedagogical challenges students face when writing lesson plans and using them for micro-teaching, intentionally excluding social factors like teamwork, time management, and peer relationships It specifically examines issues arising from the lesson plans designed by students, rather than broader challenges encountered during the micro-teaching process itself.
The study focuses on third-year FELTE-ULIS mainstream students and their teachers, specifically those enrolled in the "English Language Teaching Methodology 2" course These students engage in two micro-teaching sessions, each accompanied by a lesson plan The participating teachers are those instructing the selected classes, ensuring a comprehensive exploration of the identified issues from both perspectives.
Significance of the study
Achieving the outlined objectives will greatly benefit university teachers, student teachers, and researchers interested in the topic This study aims to assist teachers at FELTE, ULIS – VNU by enhancing their teacher training courses, allowing them to refine their teaching methodologies and help students navigate potential challenges in lesson planning Additionally, it will equip student teachers with a clear understanding of the difficulties they may face during micro-teaching sessions.
This study provides effective solutions for addressing lesson planning challenges, offering valuable insights for educators Additionally, it contributes to the existing literature on the topic, encouraging further research and sparking interest among students in exploring related issues.
Thesis structure
This research consists of five chapters:
This chapter aims at stating the research problems, the significance of the study, the scope of the research and proposing questions to answer
This chapter outlines the study's background by defining key concepts, discussing relevant theories, and reviewing previous research related to similar issues.
This chapter comprises of the description of research participants, population and sampling method; data collections and data analysis methods as well as the procedure of implementing these methods
This chapter presents the research findings, highlighting a comparative analysis between two participant groups: students and teachers Additionally, it will discuss how these findings align with the existing literature reviewed earlier.
Summary of the research, implication of the findings, the limitation of the study and suggestion for further research will be presented in this chapter
LITERATURE REVIEW
Key concepts
Lesson planning is essential in the teaching process, serving as a detailed roadmap that guides both teachers and students toward achieving their learning objectives (Ghanaguru, Nair & Yong, 2013) While it is a critical component of effective instruction, defining what constitutes a "lesson plan" can be challenging, as there are various interpretations and definitions available.
A lesson plan is a crucial educational tool that outlines the objectives, activities, and assessments for a specific teaching session To facilitate a deeper understanding and effective implementation, it is essential to establish a comprehensive definition of the term "lesson plan," which will serve as a foundation for further exploration and discussion in educational contexts.
Yinger defines a lesson plan as a detailed outline that guides students in achieving specific learning objectives He emphasizes that the teaching behaviors outlined in the lesson plan play a crucial role in facilitating student learning.
In 2002, it was noted that both students and teachers are central to a lesson; however, the interaction is primarily one-way, lacking acknowledgment of students' influence on teachers Furthermore, the definition emphasizes only one aspect of lesson planning, which is its purpose.
6 describe the process of a lesson Other purposes and elements of lesson plan are not covered
According to Farrell (2002), a lesson plan is defined as a systematic record of what a teacher intends to cover during a lesson, emphasizing the teacher's role without mentioning students This definition highlights the logical structure of the lesson plan and places greater emphasis on the content to be taught.
According to Good (1945), as cited by Rajan (2014), a lesson plan is defined as “a teaching outline of the important points of a lesson,” emphasizing the significance of structure and content, with the teacher at the center of the lesson While Farrell does not specify components of a lesson plan, Good identifies key elements such as objectives, main points, questions, references, and assignments, which are essential for effective lesson planning.
While the previous definitions focus on particular elements of a lesson plan, they fail to provide a holistic view The following definition offers a more comprehensive understanding of the term.
A lesson plan is a comprehensive framework that outlines the instructional course for an individual lesson or presentation, detailing the delivery methods, specific objectives, and timelines (Giesler, 2011, p.300) It goes beyond a simple outline, serving as a meticulous guide that incorporates content, teaching methodologies, and clear objectives This structured approach ensures that both teachers and students are actively engaged in the interactive teaching and learning process, making them the focal point of the lesson.
This research paper aligns with Giesler's perspective, emphasizing that a lesson plan is a comprehensive blueprint for effective teaching and student engagement It thoroughly addresses essential components such as educational goals, content, timelines, methodology, and the overall teaching process, ensuring a well-structured approach to lesson delivery.
Written lesson plans are essential tools for novice teachers, providing guidance to navigate uncertainties in the classroom (Kagan & Tippins, 1992) To be effective, these plans must incorporate key elements, although perspectives on what to include can vary among researchers and educators Some teachers prefer a straightforward format, outlining objectives, content, procedures, materials, and evaluation (Kauchak & Eggen, 1989) In contrast, participants in Ghanaguru, Nair, and Yong's (2013) study emphasized the importance of including learning objectives, lesson stages, activity types, and assessment tasks in a comprehensive lesson plan Despite the diversity in preferences, Hunter's (2004) lesson plan format remains the most widely accepted globally (cited in Shrum & Glisan).
A comprehensive lesson plan format, essential for both novice and experienced educators, encompasses key elements such as objectives, an anticipatory set or focus, the body of the lesson, closure, extensions, independent practice, evaluation strategies, and re-teaching.
Objectives are a crucial element of effective teaching, outlining the specific aims that educators expect students to achieve by the end of a lesson It's essential for teachers to communicate what students will accomplish, rather than focusing on their own actions Clearly defined objectives should encompass both primary goals and secondary objectives, which may include the enhancement of linguistic, social, and cognitive skills (Golland, 1998).
The second essential element of effective teaching is the anticipatory set or focus, which serves as an attention-grabbing tool that teachers utilize to engage students with the lesson topic This component can be viewed as the introduction to the lesson, designed to capture students' interest before they participate in in-class activities.
The body of the lesson is the core of the lesson plan, where teachers provide a detailed description of the activities in a logical sequence with appropriate time allocations This section relies heavily on the teacher's creativity, as they must devise engaging and meaningful learning activities to actively involve students.
Closure is the final component of the lesson, providing a concise review of the material covered This process aids students in retaining the knowledge they have acquired and prepares them for upcoming assessments of their understanding.
Related studies
Effective lesson planning is crucial for the success of the teaching process and significantly impacts instructional effectiveness As noted by Richards (1998), the quality of a lesson often hinges on how well it is planned, underscoring the importance of good lesson planning as a key factor in lesson efficiency Despite its importance, research on challenges related to lesson planning remains limited both nationally and internationally.
In particular, there are only few international studies investigating this topic
In the study "The Theory into Practice Dilemma: Lesson Planning Challenges Facing Botswana Student-Teachers" by Boikhutso (2010), the researcher examines the difficulties encountered by Botswana student-teachers in their pedagogical practices during school placements The research highlights key weaknesses in lesson plan design, including poor articulation of instructional objectives and an over-reliance on traditional didactic teaching methods (Boikhutso, 2010, p.205) However, the challenges faced by student-teachers when implementing these lesson plans in the classroom are not addressed in the study.
Different from Boikhutso (2010), Jones K., Jones J and Vermette (2011) pinpoint both typical errors made by novice teachers in their lesson plans regarding
The article highlights common challenges faced by student-teachers during micro-teaching sessions, including unclear lesson objectives and inadequate student engagement However, it notes that this study does not address issues encountered by novice teachers in the lesson planning process Additionally, the research was conducted in Turkey, where teaching and learning conditions differ significantly from those in Vietnam, making the findings inapplicable to the Vietnamese context.
In Vietnam, research on lesson planning for micro-teaching is notably scarce, with existing studies primarily addressing this issue within the broader context of micro-teaching Bui (2014) highlights specific challenges faced by fourth-year FELTE-ULIS students, including difficulties in writing objectives and sequencing activities However, there is a lack of dedicated research focusing solely on the lesson planning challenges encountered by student teachers in Vietnam.
This study aims to explore the challenges encountered by third-year FELTE-ULIS students in creating and utilizing lesson plans for micro-teaching, which is a partial requirement for their course.
This chapter establishes the theoretical framework for the study by defining essential terms, presenting significant theories, and reviewing relevant international and national research.
METHODOLOGY
Background of the study
In Vietnam, significant efforts are being made to enhance international education, leading to numerous teacher training programs across the country At the University of Languages and International Studies – Vietnam National University (ULIS – VNU), the course "English Language Teaching Methodology 2" aims to equip third-year students majoring in English language teacher education with essential knowledge and skills for diverse teaching contexts A key component of this course is the micro-teaching activity, which allows student teachers to gain firsthand experience of a teacher's responsibilities The micro-teaching performance constitutes 60% of the overall course grade, while reflections on the micro-teaching account for 20%, and continuous assessment makes up the remaining 20%.
The micro-teaching project aims to enhance students' theoretical understanding of English language teaching methodologies, allowing them to apply their knowledge in planning and delivering a lesson while simultaneously developing their teaching and classroom management skills.
In this project, students will collaborate in groups of 2 or 3 to select a lesson from an official English course book They will then create a comprehensive lesson plan aimed at teaching their classmates Following the planning phase, the students will present their lesson to demonstrate their understanding and teaching skills.
On the 19th day, all groups will conduct micro-teaching sessions, followed by reflections on their strengths and weaknesses They will receive constructive feedback from both teachers and peers, allowing them to revise their work This process enables student teachers to not only practice their teaching skills but also develop their abilities as competent observers and evaluators of each other's performances.
Nevertheless, in the course, the micro – teaching circle is not complete Commonly, each student teacher has only one chance to perform micro – teaching
The micro-teaching process consists of four key steps: planning, teaching, criticizing, and re-planning However, students do not have the opportunity to re-teach their lessons after revising their plans, which limits their ability to enhance their strengths and address their weaknesses This lack of re-teaching opportunities is a notable limitation of the course.
Participants and sampling methods
This study investigates the challenges encountered by third-year FELTE-ULIS students in developing and implementing lesson plans for micro-teaching, focusing on the perspectives of both students and their instructors The research specifically involves third-year FELTE-ULIS mainstream students and their teachers as key participants in the analysis.
The students chosen for the research are the ones participating in the course
In the "English Language Teaching Methodology 2" (ELT 2) course, participants engage in two micro-teaching sessions, each accompanied by a lesson plan, allowing them to provide comprehensive responses to the researcher's inquiries At the time of data collection, the participants had just completed their initial lesson plan, likely encountering various challenges and gaining valuable insights Consequently, they may have additional experiences and lessons to share, as the teachers involved in the research were directly responsible for instructing the selected classes.
20 understand their students‟ strengths and weaknesses during the whole course, they can give profound thoughts on the researcher‟s questions
Due to the large population and extensive data, the researcher employs a random cluster sampling strategy to mitigate potential administrative issues Cluster sampling involves dividing the population into smaller subgroups, each representing a sub-population that reflects the overall characteristics of the larger group Consequently, the findings from the collected data can be generalized to apply to the entire population.
In this research, four out of six mainstream classes were randomly selected to participate, with all students in these classes included in the survey Approximately 70 students were surveyed, representing two-thirds of the total population, ensuring a high level of representativeness Additionally, three students from the survey were randomly chosen for interviews.
In the interviews conducted for the study, three teachers from each of the four selected classes participated alongside their students These educators, who taught "English Language Teaching Methodology 2," played a crucial role in both imparting knowledge and supervising students during their micro-teaching preparations and performances Their involvement provided them with a deep understanding of the challenges students faced in writing and utilizing lesson plans for micro-teaching Consequently, the data collected from these interviews is deemed more reliable.
Research design
This research employed a triangulation design, a method commonly used by researchers to enhance the validity of their findings Triangulation is defined as a verification process that incorporates multiple perspectives to strengthen research outcomes.
The integration of quantitative and qualitative approaches in research significantly enhances the validity of findings while also broadening the understanding of the subject matter (Yeasmin & Rahman, 2012).
The quantitative method allows researchers to gather large amounts of information quickly, making it effective for collecting responses from an entire population on factual, behavioral, and attitudinal questions However, it offers limited depth due to its focus on simple, surface-level inquiries To address this limitation, qualitative methods were employed to explore participants' responses more thoroughly While quantitative research is ideal for answering "what," "who," and "where" questions, qualitative research is better suited for understanding "how" and "why," providing richer, more detailed insights.
This research utilized both quantitative and qualitative methods to enhance objectivity and generalizability of findings The quantitative approach seeks to maximize these aspects, while the qualitative method emphasizes understanding the experiences, perspectives, and thoughts of participants (Harwell, 2011, as cited in Bui, 2014, p 17).
The research was conducted in three distinct stages: initially, a questionnaire was distributed to assess the challenges faced by participants in writing and utilizing lesson plans for micro-teaching Subsequently, selected individuals from the population were invited for interviews to gain deeper insights and clarifications Finally, the focus shifted to the teachers engaged in the subject's teaching practice.
In a recent interview, students from the third year of the FELTE program at ULIS shared their insights on the challenges they encounter in writing and implementing lesson plans for micro-teaching.
By using triangulation, the data collected from participants would be deeply investigated and cross – checked to give the most comprehensive findings and conclusion.
Data collection methods and procedure
The study employed both questionnaires and interviews to address the research questions, enhancing the reliability of the findings and boosting the researcher's confidence in the results.
3.4.1.1 Questionnaire as a data collection instrument
Due to constraints in time and budget, the researcher opted for a questionnaire as an efficient method for economically gathering data from a large participant pool (Verma & Mallick, 1999) This approach incorporates both open-ended and closed-ended questions, which effectively captures the respondents' perspectives, resulting in more reliable and meaningful data.
In this research, questionnaires were delivered to students in order to investigate:
1 The problems faced by third – year FELTE – ULIS students in writing lesson plans
2 The difficulties experienced by third – year FELTE – ULIS students when they use their lesson plans to micro – teach
The questionnaire is divided into two key sections: the first part explores the challenges that third-year FELTE-ULIS students encounter while creating lesson plans, while the second part analyzes the difficulties these students face when implementing their lesson plans during micro-teaching sessions.
In part 1, there are three close – ended questions and one open – ended question Q1 in part 1 asks students about the amount of time they often spend on
When planning a lesson, questions Q2 and Q3 are designed to identify students' challenges in writing lesson plans Additionally, Q4 provides an opportunity for students to express any other difficulties they may face beyond those previously mentioned.
Part 2 of the article includes three close-ended questions and three open-ended questions The first question (Q1) explores students' attitudes regarding the significance of lesson planning for successful micro-teaching sessions The second and third questions (Q2 and Q3) focus on the challenges students face when utilizing their lesson plans for micro-teaching Finally, the last three questions (Q4, Q5, and Q6) invite students to share their personal experiences after planning and conducting their micro-teaching sessions.
The questionnaire was designed in English for students majoring in English Language Teacher Education, ensuring they had the necessary language proficiency to understand the researcher's questions To minimize potential misunderstandings, the surveys were conducted in-class with the researcher present, allowing participants to seek clarification and further explanation as needed.
The questionnaire consisted of six closed-ended questions, including multiple-choice, rank order, and frequency items, designed to identify the difficulties faced by selected student teachers in writing and utilizing lesson plans for micro-teaching Additionally, four open-ended questions were included to gather insights on any additional challenges encountered and lessons learned by the participants.
Step 2: Revising the questionnaire and selecting respondents
Prior to distributing the questionnaire to the chosen participants of the study, it was piloted with 4 to 5 students from a different class within the population, ensuring that this class was not included in the final selection Additionally, a feedback page was provided for participants to share their comments and suggestions.
The researcher included a questionnaire to gather essential feedback aimed at enhancing her work This feedback encompassed various aspects, such as the format of the questionnaire, the rapport established with respondents, and the clarity and validity of the questions posed.
Participants for the questionnaire were identified and contacted a week prior to schedule a suitable date, time, and location for administration To facilitate group participation, the researcher distributed the questionnaire in class, ensuring her presence to assist the process rather than reaching out to each participant individually.
Participants were provided with questionnaires at a prearranged time and location, and the completed forms were collected after 10 to 15 minutes The researcher also sought permission from some participants to arrange follow-up interviews.
3.4.2.1 Semi – structured interview as a data collection instrument
A semi-structured interview offers flexibility for interviewers, allowing them to deviate from a strict question list and instead utilize an open framework to explore relevant topics This approach enables researchers to delve deeper into participants' responses, fostering a comprehensive understanding of their perspectives (Harrell & Bradley, 2009).
This study involved interviews with both students and teachers, where three students from each of the four classes were selected to provide further insights and clarifications Additionally, three teachers participated in the interviews to share their perspectives on the issues discussed.
In order to gain the most reliable responses from the interviewees, the researcher employed one – to – one interview for both students and teachers In one
The researcher opted for one-on-one interviews to gather insights from teachers and students, recognizing that each educator has unique teaching methods and perspectives This approach allowed for a comfortable exchange of opinions without conflicts among colleagues Similarly, for the students, individual interviews were favored over group discussions, as each student faced distinct challenges and experiences related to their lesson planning and micro-teaching Thus, one-on-one interviews proved to be the most suitable method for capturing their diverse experiences.
Interviews with the participation of 3 students and 3 teachers serve the same purpose To be more exact, she wants to find out teachers‟ and students‟ points of view on:
1 The problems faced by third – year FELTE – ULIS students in writing lesson plans
2 The difficulties experienced by third – year FELTE – ULIS students when they use their lesson plans to micro – teach
The teacher interviews closely mirrored the student interviews in terms of subject matter, emphasizing the importance of examining both perspectives This approach allows researchers to compare students' perceptions of their challenges with teachers' insights into the difficulties their students encounter.
Data analysis methods
3.5.1 Data analysis method for questionnaire
The analysis of questionnaire responses involved both quantitative and qualitative methods, categorizing questions into open-ended and closed-ended groups The researcher collected and compared opinions from open-ended responses to inform a semi-structured interview For closed-ended questions, data was tabulated and analyzed using statistical measures such as percentage, mean, mode, and standard deviation, which were then visualized in tables, graphs, and charts This comprehensive analysis aimed to identify the most common challenges faced by third-year FELTE-ULIS students in planning and utilizing their lesson plans for micro-teaching.
3.5.2 Data analysis method for semi – structured interview
Data collected from the interviewees‟ answers was transcribed and classified into different groups:
Data collected from students about problems facing themselves in writing lesson plans
Data collected from students about difficulties facing themselves in using their lesson plans to do the micro – teaching
Data collected from teachers about problems facing their students in writing lesson plans
Data collected from teachers about difficulties facing their students in using their lesson plans to do the micro – teaching
The researcher compared and contrasted the data among various groups and with the questionnaire responses to identify connections, ultimately leading to meaningful conclusions.
Anticipated challenges
During data collection, the researcher faced several challenges that required adjustments to her plan Initially, some selected participants were hesitant to engage in interviews, prompting the researcher to emphasize the study's significance and the value of their contributions Additionally, logistical issues arose as some interviewees struggled to find time for face-to-face meetings, leading to the decision to conduct online interviews, which were recorded for data validity Furthermore, reluctance among students to complete surveys was addressed by coordinating with their teachers in advance to prepare them Lastly, to mitigate issues with inaccurate or misunderstood responses, the researcher attended classes to provide clarification while students filled out the questionnaires.
This chapter has validated the methodology used in this paper by detailing the research setting and the two participant groups involved in data collection It also outlined the integration of two data collection instruments, emphasizing their roles in both data gathering and analysis These methodological justifications pave the way for the upcoming discussion in the next chapter.
FINDINGS AND DISCUSSION
Background of students‟ attitude towards the importance of lesson plan in
in doing a successful micro – teaching
The initial questions in the questionnaire, while not directly addressing the research questions, were essential in supporting the study's rationale Specifically, question 1 in part 1, which inquired about the "Difficulties in writing lesson plans," aimed to assess the time students dedicate to lesson planning The accompanying bar chart illustrates the results of this inquiry.
Figure 2 Time spent on planning a lesson (as perceived by students)
The data indicates that a significant portion of students, 44.26%, spend 3 to 4 hours crafting a complete lesson plan, while 28.57% dedicate over 4 hours to this task In contrast, 13.11% of students report spending only 1 to 2 hours on lesson planning, and a mere 3.28% complete their plans in less than one hour This suggests that most students require substantial time to effectively prepare their lessons Interviewee S1 elaborated on her experiences during the time spent exceeding 4 hours.
The process of selecting a lesson and designing appropriate learning activities for students and the teaching environment can be challenging Initially, generating ideas for these activities proved difficult, but with time and effort, I was able to develop a variety of engaging and suitable activities.
Hence, I could not allot time for each activity as there were too many activities At the same time, I found it challenging when linking the
31 activities to the theme or the topic of the lesson (Interviewee S1, 19 April,
The interviewee revealed that the lesson planning process was a lengthy and challenging endeavor, requiring significant time and effort to prepare effectively Consequently, it is essential to thoroughly explore the difficulties students have encountered throughout this process.
Question 1 (Q1) in part 2 – “Difficulties in using lesson plans to micro – teach” asked students about their perception of the importance of lesson planning in completing a successful micro – teaching session and the result was visualized in the following graph:
Figure 3 The importance of lesson planning in doing micro – teaching (as perceived by students)
It can be seen that more than half of the sample agreed that lesson planning is extremely important in carrying out a successful micro – teaching session And
Not at all important Low importance Slightly important Neutral Moderately important Very important Extremely important
Nearly half of the population believes that lesson planning is crucial, while only a small percentage of students, specifically 3.28% each, view it as "moderately important" or hold a "neutral" stance.
The majority of students and all three interviewed teachers concurred that thorough lesson planning enhances confidence in micro-teaching performance However, one teacher, S2, argued that lesson plans are not crucial, as experienced teachers can adapt based on student reactions She acknowledged that her perspective might hold true for seasoned educators, but emphasized that for novice teachers, effective lesson planning remains essential.
Effective lesson planning is vital for the success of micro-teaching sessions, yet it often presents challenges for third-year students Therefore, exploring the difficulties these students encounter in lesson planning and its implementation in micro-teaching is essential for enhancing their teaching skills.
Research question 1
FELTE – ULIS students in writing lesson plans as perceived by themselves and by their teachers?
This article provides an overview of the challenges encountered in each step of lesson planning, followed by an in-depth analysis of specific difficulties associated with each step By integrating data from various collection instruments, the research examines these issues from both teachers' and students' perspectives.
4.2.1 The level of difficulty in completing each step of lesson planning
In the ELT 2 course, students were mandated to submit their lesson plans for micro-teaching sessions at least one week prior to their actual classroom performance This requirement provided them ample time for preparation and collaboration with their group members.
The questionnaire aimed to assess the difficulty levels of various items, with participants ranking each item from one to nine, where one indicated the highest difficulty and nine the lowest Each rank was assigned corresponding points, with the first-ranked item receiving one point and so on The collected points were analyzed using mean, mode, and standard deviation (SD) The mean provided the average score for each item, determining the final ranking based on difficulty, where the item with the lowest mean was deemed the most difficult The mode indicated the most frequently assigned rank, serving as a cross-check against the mean results Lastly, the SD measured the variability of responses, offering insights into the diversity of participant answers The findings are illustrated in the accompanying chart.
Figure 4 Level of difficulty in completing each step of lesson planning (as perceived by the students)
A descriptive analysis was conducted to assess the challenges faced by pre-service teachers in nine key stages of lesson planning, which included defining lesson objectives, identifying students' prior knowledge, and creating learning activities The findings indicated that creating learning activities was the most difficult stage, with a mean score of 2.18, highlighting significant challenges during micro-teaching sessions Following this, determining lesson content ranked second with a mean of 3.43, and allotting time for each activity was third at 4.46 Conversely, the stage of deciding teaching aids received the highest mean score of 7.62, suggesting it was the least challenging for participants.
35 important stage in planning a lesson, it was not considered a big deal by third – year students
The analysis of the chart reveals that the stage of creating learning activities had the lowest mean and mode, indicating significant challenges for the mock teachers, who ranked it as the most difficult aspect Conversely, the stage of deciding on teaching aids had the highest mode and mean, suggesting it was perceived as the least challenging.
The standard deviation (SD) is crucial to consider, as indicated by the bar chart showing high SD values ranging from 1.88 to 2.34 This suggests a significant variability in student responses, with some students perceiving the stage as easy while others encounter considerable challenges.
To be more specific, the researcher would describe and analyze the difficulties in each stage
4.2.2 Problems in completing each step of the lesson planning process
In this section of the questionnaire, students evaluated the frequency of various challenges encountered in lesson planning, categorized according to different components of a lesson plan Utilizing a Likert scale from 1 to 5, where 1 signifies "never" and 5 indicates "always," students assigned scores to each difficulty Descriptive statistics, including mean, mode, and standard deviation, were used to analyze the findings, which are summarized in the table below.
Linking objectives to lesson contents 2.51 3 0.78
Differentiated between teacher‟s and student‟s objectives
Finding solutions to the problems raised 2.64 3 0.73
Teaching aids Listing out all the teaching aids used 1.53 1 0.74
Putting all lesson content in a limited time 4.13 4 0.78
Breaking lesson contents into smaller steps 2.84 3 0.79
Putting these steps in a proper order 2.90 3 0.81
Writing short and simple instructions 3.57 4 0.82
Putting the instructions into a proper order 3.30 4 0.84
Spending much time warm – up / follow – up activity 2.69 2 0.98
Allotting time for unexpected situation 3.03 4 1.04
Allotting time for the main parts of the lesson plan 2.90 3 0.72
Structuring a lesson basing on language skills 3.43 4 0.66
Deciding on the teaching approach to structure a lesson 3.36 3 0.75
Table 1 Difficulties in completing each step of the lesson planning process (as perceived by the students)
Students identified defining lesson objectives as the fourth most challenging step among nine in the lesson planning process, indicating that they encounter significant difficulties at this stage.
Among the four identified difficulties in defining lesson objectives, the most common challenge was finding the right verbs, with an average score of 3.70 Following this, differentiating between teacher's objectives and student’s objectives ranked second with a mean value of 3.18 The third most prevalent issue was the inclusion of only primary objectives, scoring 3.07 Lastly, linking objectives to lesson content was the least common challenge, with a mean score of 2.51.
The participants reported encountering the issues frequently, with mode values between 3 and 4, indicating general consensus that these problems occurred more than twice Additionally, the low standard deviation, ranging from 0.73 to 1.16, reflects a strong agreement among the sample regarding their experiences.
Teachers interviewed identified that students often struggle with selecting appropriate verbs, a common issue in language learning Interviewee T2 attributed this challenge to a lack of proper language skills, while Interviewee T3 suggested that the root cause lies in students' inadequate logical and critical thinking abilities rather than their knowledge of the language itself.
Regarding the difficulties in defining the lesson objectives, students saw their problems caused by the lack of experience, interviewee S2 shared her opinion:
In the past, I used to think that I could teach without defining any objectives
I just set superficial objectives, like the very general one … Now I have chance to learn more about the theoretical knowledge, and understand the
39 importance of objective as well as how to write good objectives Nevertheless, I still find it hard to write objectives as I am not familiar with it (Interviewee S2, 19 April, 2016)
Figure 4 indicates that student teachers perceived identifying students' assumed knowledge as the sixth most difficult task, suggesting they did not frequently encounter problems with it This finding is supported by Table 1, which shows a mean score of 2.84, a mode of 3, and a standard deviation of 0.96 Overall, students considered this task to be moderately challenging, neither the easiest nor the most difficult.
Anticipating problems is viewed with a similar level of difficulty as assumed knowledge, with a mean value of 6.25 Despite its importance in enhancing student teachers' confidence in unexpected situations, it is not perceived as a significant challenge Student teachers reported low difficulty in predicting potential problems and identifying solutions, with mean values of 2.75 and 2.64, respectively The mode values for these tasks are both 3, and the standard deviation ranges from 0.73 to 0.80.
Different from the general trend, both interviewees S1 and S2 shared that they had many difficulties in anticipating problems:
Some students believe that anticipating classroom problems is straightforward, primarily involving common issues like time constraints or unexpected student inquiries However, there are instances where students pose questions that are completely unrelated to the lesson, making it challenging to predict and address them effectively This unpredictability can lead to time-consuming responses without clear solutions.
Interviewee S2 also added that anticipating problems is very challenging as many problems just happen and we cannot know exactly what they are until they actually occur
Among the nine stages of lesson planning, selecting teaching aids emerged as the simplest, with a mean frequency of just 1.53, a mode of 1, and a standard deviation of 0.74 This indicates that student teachers encountered minimal challenges during this phase, as they were primarily tasked with listing the teaching aids for their lessons.
Research question 2
In the course "English Language Teaching Methodology II," FELTE – ULIS students reflect on their experiences and teaching practices during micro-teaching sessions, highlighting their growth and challenges Both students and teachers evaluate the effectiveness of lesson plans, emphasizing the importance of practical application in language instruction This collaborative feedback fosters a deeper understanding of teaching methodologies and enhances the overall learning experience.
4.3.1 The level of difficulty in accomplishing different tasks when using lesson plans to micro - teach
In the course, students submitted lesson plans for feedback before conducting a micro-teach, where their classmates and teachers acted as students in a simulated lesson During this exercise, the micro-teaching groups were tasked with managing the class, providing instructions, adhering to the lesson plan's time constraints, engaging students in activities, and addressing unexpected challenges, mirroring real classroom scenarios A questionnaire required student teachers to rank the difficulty of these tasks on a scale from 1 to 5, with 1 indicating the highest level of difficulty The analysis utilized mean, mode, and standard deviation to interpret the data, identifying the hardest task as the one with the lowest mean value The results of this analysis are detailed below.
Figure 5 Level of difficulty in accomplishing different tasks when using lesson plans to micro – teach (as perceived by the students)
A descriptive analysis was conducted to assess the perceived difficulty of five tasks related to micro-teaching using lesson plans among third-year students at ULIS-VNU The findings revealed that class management posed the greatest challenge, with a mean score of 2.49 Following closely was the task of adhering to the allotted time, which received a mean score of 2.51 Engaging students in class activities ranked third, with a mean value of 2.95 In contrast, giving instructions and addressing unexpected issues were perceived as less challenging, with mean scores of 3.36 and 3.69, respectively.
In terms of the mode, it was apparent from the graph that each task in the list had a distinctive mode value Although following the allotted time had the lowest
Managing the class Giving instructions Following the allotted time
Involving students in in - class actvities
The mode number for the data set was 46, with its mean value ranking as the second lowest In comparison, the managing class exhibited the lowest mean value, while its mode number ranked third This trend was consistent across other items as well.
The standard deviation (SD) values, ranging from 1.09 to 1.46, indicate significant variability in the responses of student teachers This suggests that while some students may find certain tasks challenging, others may struggle with different tasks, highlighting the diverse experiences within the sample group.
4.3.2 Problems in using lesson plans to do micro - teaching
In a follow-up to the earlier questionnaire, student teachers evaluated the frequency of challenges they encountered while implementing their lesson plans during micro-teaching sessions These challenges were categorized into five primary tasks that the micro-teachers were expected to perform on their teaching day, consistent with the tasks identified previously Participants rated each difficulty on a Likert scale from 1 to 5, where 1 represented "never" and 5 indicated "always."
“sometimes”, 4 is “often” and 5 is “always” The results are presented in the table below:
My students do not cooperate with me (They do not follow my instructions/ They keep talking during the lesson/ etc.)
I cannot control the class when 3.11 3 0.85
47 students participate in learning activities
My students refuse to work with each other 2.59 2 0.78
I spend too much time on class management 2.92 2 1.01
I run out of time before finishing my lesson 3.72 4 0.83
I finish the lesson before the planned time limit 2.52 2 0.82
My students need more time to do the exercise than I expected 3.66 4 0.67
I spend much time answering all students‟ questions 3.25 3 0.78
I need more time than expected because of technical problem 2.69 3 0.62
I have to adjust the time allotment in my lesson plan when doing microteach
I have to change some activities that
I have designed in the lesson plan 3.23 4 0.88
My students are not interested in my designed learning activities 2.97 3 0.79
My students are overexcited because of my designed learning activities 3.03 3 0.75
I forget some designed learning activities 2.64 2 0.85
Unexpected problems, which are not covered in the lesson plan, happen 3.21 3 0.89
I am confused as my students ask me questions that I do not know 3.00 3 0.63
My students do not understand my instructions 3.25 3 0.76
I have to give instructions in
Table 2 Problems in using lesson plans to do micro – teaching (as perceived by the students)
Class management emerged as the most challenging task for students; however, the data indicates that these issues were not frequently encountered, with mean scores ranging from 2.59 to 3.11 and mode scores of 2 and 3.
The most common problem is controlling the class when students participating in in – class activities
In interviews, all three teachers noted that managing a class during micro-teaching was significantly easier than in actual classroom settings This was primarily because the mock students were their classmates, who provided support, contrasting sharply with the dynamics of real school environments Interviewee T3 emphasized this point, highlighting the supportive nature of peers in the mock teaching scenario.
Class management in microteaching serves as a simulation, where students often struggle due to insufficient language skills, lack of practice, or low confidence These challenges stem from personal issues rather than the effectiveness of their lesson plans during the micro-teaching process.
Interviewee S2 also agreed that difficulties in class management did not come from their mock students but their lack of teaching experience
The data presented in Figure 5 indicates that time management ranked as the second most challenging aspect of utilizing lesson plans for microteaching It is not surprising that the identified issues associated with this task were frequently encountered, with mean values spanning from 2.52 to 3.72 Notably, four out of seven items recorded mode values reaching 4, while the standard deviation ranged from 0.62 to 1.01, reflecting a consensus among participants regarding the challenges identified.
A common challenge faced by student teachers is the lack of time during their micro-teaching sessions Interviewee S3 highlighted that unexpected issues, such as students asking unforeseen questions and spending excessive time on exercises, consumed valuable teaching time Consequently, the teaching group struggled to complete their lessons within the allotted time This sentiment was echoed by interviewee S1, reinforcing the notion that time management is a critical concern in the teaching practice.
50 also experienced the same problem as their mock students asked them so many questions and their activities took more time than expected
In contrast, interviewee S2 finished her lesson before the planned time limit as her activity was shorter than she expected and rehearsed at home
In agreement with the students, their teachers also considered time management as a problematic skill that the students had to struggle hard Explaining for this problem, interviewee T1 shared her sympathy:
Students often misjudged the time required for activities, assuming their peers, acting as mock students, needed more time than they actually did This discrepancy arose from the significant difference in skill levels between the mock students and real ones, leading to understandable challenges in time management.
Student teachers face various challenges during their learning activities, particularly in transitioning from lesson planning to micro-teaching They often encounter issues such as forgetting planned activities or needing to adapt due to unexpected circumstances Students' reactions can also vary significantly, with some being overly excited or disengaged Research indicates that the most prevalent issue is the need to change activities during the teaching session, with a mean value of 3.23, followed closely by the problem of mock students exhibiting excessive enthusiasm, rated at 3.03 Other challenges are less frequently reported.
In an interview, S3 noted that while the mock students were generally cooperative, some activities failed to engage them fully, leading to a noticeable lack of enthusiasm This was attributed to certain activities not meeting their expectations.
Unexpected classroom challenges often arise, with the most frequent issues being unanticipated problems not addressed in the lesson plan and difficult questions from students Research indicates that unplanned problems occur more frequently, with a mean value of 3.21 compared to 3.00 for student inquiries Both scenarios have a mode of 3, while the standard deviation ranges from 0.63 to 0.89, highlighting the variability in these occurrences.