INTRODUCTION
Background of the study
In today's globalized world, English plays a crucial role in driving social and economic transformation, particularly in Vietnam The Ministry of Education and Training has prioritized English education, leading to an increased focus on teaching the language to children (MOET, 2016) This growing emphasis has resulted in a high demand for qualified English teachers, highlighting the necessity for effective teacher training programs in Vietnam.
The University of Languages and International Studies, a prominent foreign language institution in Vietnam, is affiliated with Vietnam National University – Hanoi (VNU) This university is renowned for producing a significant number of graduates in foreign language teaching annually, ensuring they meet the competencies outlined in Vietnam's English teacher competence framework.
ULIS provides two English Language Teacher Education programs: Mainstream and Fast-track, with the latter requiring a greater workload and more credits from trainees Both programs are designed to be completed in four years, with the initial two years dedicated to language-focused curriculum.
Pre-service teachers enhance their skills in listening, reading, writing, and speaking through targeted courses in their early years As they progress into their third and fourth years, they engage in professionally-oriented courses that equip them with essential pedagogical knowledge and teaching practice In their senior year, these teacher trainees have the opportunity to undertake a graduate thesis and complete an internship at an educational institution of their choice.
Statement of the research problem and rationale
English Language Teacher Education graduates are expected to master teaching competencies; however, they often encounter significant challenges Research indicates that novice teachers frequently struggle with inexperience, managing personal and professional expectations, and addressing student behavioral issues (Dias-Lacy & Guirguis, 2017) Additionally, new educators often lack institutional support and face pressures such as diminished societal recognition, increasing student diversity, and heightened accountability to policymakers and parents, all while being expected to fulfill responsibilities akin to those of seasoned teachers (Le Maistre & Paré, 2008, as cited in Lindqvist, 2019).
In Vietnam, novice teachers face significant challenges in classroom management, particularly in addressing diverse student needs and handling various classroom situations They also experience pressure to ensure students achieve good grades and to uphold a positive reputation among colleagues Additionally, the dynamics between teachers and parents contribute to the stress experienced by these beginning educators Research indicates that many novice teachers enter the profession lacking adequate knowledge, skills, and practical experience, raising concerns about the effectiveness of language teacher education programs in adequately preparing trainees for their roles.
A number of researchers have indicated that there is a disparity between the content of
The effectiveness of teacher preparation programs is increasingly questioned, as they often leave pre-service teachers ill-equipped for the challenges they will face in real classroom settings Crandall (2000) emphasized this issue, noting a widespread belief that language teacher education programs fall short in adequately preparing educators for the practical demands of teaching (p 35).
Foreign language teacher education programs play a crucial role in developing the knowledge and skills of pre-service teachers Despite the rapid growth of literature in this field, there is a need for deeper understanding of how these teachers perceive their training (Vélez-Rendón, 2002) In Vietnam, research on this topic is limited, highlighting the importance of this study in contributing to the literature on second language teacher education, particularly in ESL/EFL contexts.
ULIS stands out as a premier institution dedicated to producing quality graduates, making it an ideal setting to assess the effectiveness of its English Language Teacher Education program in preparing pre-service teachers for teaching roles The study focuses on fourth-year pre-service teachers majoring in English Language Teacher Education within the mainstream program, as they represent the largest segment of the teacher trainee population.
Aims of the study
This study investigates the effectiveness of the English Language Teacher Education program at ULIS in equipping fourth-year pre-service teachers for their future roles in the teaching profession, focusing on their perspectives The research seeks to address specific questions related to the program's impact on their preparedness for entering the workforce.
(1) To what extent do the pre-service teachers perceive that the program so far has prepared them to display the competencies of effective English teachers?
(2) What are the pre-service teachers’ perceptions of the preparation experience provided by the English Language Teacher Education program at ULIS?
(3) What suggestions (if any) do the pre-service teachers offer to improve the quality of the program?
Scope of the study
This study aims to explore the perceptions of final-year pre-service teachers regarding the English Language Teacher Education program at ULIS Specifically, it focuses on those majoring in English Language Teacher Education who are undergoing training to become educators.
The study identifies three key competencies of effective English teachers: mastery of subject matter and language, proficiency in teaching, planning, and classroom management, and skills in monitoring, assessment, and professional development.
Due to time constraints, the questionnaire utilized in this study does not encompass the entire curriculum (refer to APPENDIX 2) Instead, it focuses on twelve compulsory courses specifically designed for mainstream pre-service teachers, emphasizing their professional development in English Language Teacher Education (ELTE).
- English Language Teaching (ELT) Methodology 1;
- English Language Teaching (ELT) Methodology 2;
- Fundamental of Teaching English to Young Learners;
- Introduction to British and American Studies;
- Literature of English Speaking Countries;
- English for Special Purposes (ESP) Methodology
The aforementioned courses are included in the questionnaire in order for the study to ascertain their perceived extent of effectiveness in helping PSTs achieve the three domains of competence.
Methodology of the study
This study collects both quantitative and qualitative data to analyze fourth-year PSTs' reflections and opinions on their experiences in the ELTE program at ULIS Utilizing a questionnaire and semi-structured interviews as data collection instruments, the research employs SPSS for descriptive statistical analysis of the questionnaire responses, while thematic analysis is applied to interpret the interview answers.
Significance of the study
This study aims to enhance research on English language teacher training in higher education, offering valuable insights for teacher educators, particularly at ULIS It will evaluate the strengths and weaknesses of the current program and assess its alignment with the needs of pre-service teachers The findings are expected to inform teacher educators and curriculum designers, ultimately improving the effectiveness of the program in equipping student teachers for real classroom challenges.
This chapter provides information on the rationale, the research questions, the aim and objectives, the significance as well as the scope of the research
This chapter presents important aspects of the research problem found in past literature worldwide and the research gap
This chapter describes the setting, sampling techniques, data collection instruments and procedures, along with the methods of data analysis adopted in the study
This chapter analyzes, interprets and discusses the data collected in response to the research question
This chapter provides a summary of the problems discussed throughout the study, the pedagogical implications, the limitations of the study as well as suggestions for future research
LITERATURE REVIEW
Foreign Language Teacher Education programs
To better understand PSTs' perceptions of the ELTE program, we examine the key areas of knowledge commonly found in foreign language and second language teacher education programs.
Foreign language teacher education programs generally encompass theory-based courses in linguistics, language learning theory, and teaching methodology, alongside practical teaching experiences (Richards, 1990; Crandall, 2000) Ur (1992) highlighted the necessity of a balanced integration of theoretical knowledge and experiential learning, which is derived from classroom teaching This emphasis on experiential knowledge is also supported by Ellis, underscoring its significance in effective teacher training.
In 1990, it was suggested to categorize teacher preparation activities into two main types: experiential practices and awareness-raising practices Experiential practices focus on enhancing teaching skills, while awareness-raising practices aim to deepen understanding of second language teaching principles and practical techniques applicable in various lesson formats.
Day (1993) proposed that a Second Language Teacher Education (SLTE) program should encompass four essential types of knowledge First, it must include content knowledge, which covers language, literature, and cultural elements Second, pedagogic knowledge is crucial, focusing on effective teaching strategies Lastly, pedagogic content knowledge refers to the specialized understanding of how to teach specific content effectively.
8 teach language, and (4) support knowledge which refers to knowledge of various related disciplines such as linguistics
Previous frameworks for EFL teacher education failed to consider essential contextual factors such as student populations and teaching environments (Faez, 2011) This gap was effectively addressed in Richards' (1998) comprehensive framework, as referenced in Nguyen (2013) Richards proposed a framework for the Second Language Teacher Education (SLTE) knowledge base, which includes crucial domains of knowledge, skills, understanding, and awareness These domains encompass teaching theories, teaching and communication skills, subject matter expertise, pedagogical reasoning, decision-making abilities, and contextual knowledge.
Theories of teaching provide the foundational framework for Second Language Teacher Education (SLTE) programs, guiding prospective teachers (PSTs) in developing essential classroom practices Teaching skills encompass both general competencies required of all educators and those tailored specifically for second language instruction Effective communication skills are crucial, enabling teachers to build strong relationships and achieve the necessary language proficiency for effective teaching Subject matter knowledge includes specialized theories and concepts, particularly in linguistics and syllabus design, which underpin second language education Pedagogical reasoning skills and decision-making involve cognitive abilities that support teaching techniques and facilitate interactive lesson planning Additionally, contextual knowledge encompasses factors such as language teaching policies and institutional practices that influence the teaching environment.
To enhance the English Language Teacher Education (ELTE) program, it is essential to explore existing literature on the improvements suggested by Pre-Service Teachers (PSTs) regarding ESL/EFL teacher preparation programs This investigation will not only gather valuable insights but also offer implications for necessary changes in the program.
In 2010, Komur conducted a study on English teacher competencies within the Turkish context, gathering data from thirty-nine fourth-year pre-service teachers (PSTs) at Muğla University Utilizing both quantitative and qualitative methods, the study assessed the PSTs' competencies and knowledge, explored their teaching practicum experiences, and identified strengths and weaknesses in pre-service teacher training programs The findings highlighted a significant disconnect between theory and practice, emphasizing the need for program redesign to enhance the integration of theoretical knowledge with practical application, particularly through increased feedback sessions for PSTs.
Komur's (2010) study revealed a disparity between quantitative and qualitative data regarding pre-service teachers (PSTs) While quantitative findings indicated that PSTs possessed adequate teacher competencies and knowledge for classroom readiness, qualitative analysis highlighted their deficiencies in language learning and phonology—areas often rooted in theoretical concepts Additionally, PSTs encountered significant challenges in teaching grammar, language skills, and classroom management during their practicum, likely stemming from insufficient practical teaching experience.
Nguyen's (2013) comparative study highlighted the strengths and weaknesses of the SLTE curricula at Treehills University in Australia and Nam-Do University in Vietnam Utilizing Richards' (1998) framework, the study analyzed the six domains that form the knowledge base of SLTE The findings revealed that Treehills University excelled in contextual and pedagogical knowledge within its curriculum.
The curriculum at Treehills University has been criticized for its insufficient focus on subject matter knowledge for English language teachers, as highlighted by Nguyen (2013), who noted the absence of dedicated units and time for this critical area due to the program's limited length and dual focus on other fields like Art and Business In contrast, Nam-Do University allocates a significant portion of its curriculum to English proficiency and subject matter knowledge; however, it neglects essential areas such as contextual knowledge, pedagogical reasoning, and decision-making The study further indicated that financial constraints have led to inadequate time for teaching practicums, which are vital for developing contextual knowledge and pedagogical skills.
Sulistiyo’s (2015) study on the English teacher education program at Jambi University highlights significant issues with the teaching practicum, particularly regarding its short duration and inadequate support from teacher educators and supervisors The mixed-methods research gathered insights from recent graduates and novice teachers about their experiences as prospective teachers (PSTs) in the English as a Foreign Language Teacher Education Program (EFLTEP) Findings revealed that the practicum, lasting only a semester, limited PSTs' opportunities to apply their knowledge and address classroom challenges effectively Approximately 80% of EFLTEP graduates expressed the need for an extended practicum to enhance their preparedness for teaching Additionally, the support from teacher educators and supervising teachers often fell short of participants' expectations.
11 interviewees received minimal input from teacher educators during their practicum, and supervising teachers also did not fulfill their roles:
During my teaching practicum, I anticipated receiving significant support from my supervising teachers; however, I found their assistance lacking When I encountered challenges, particularly in managing student behavior, my supervising teacher appeared hesitant to engage in discussions or collaborate on solutions As a result, I was compelled to independently seek ways to address these issues.
Competencies of foreign language teachers
In the teacher education field, according to Nessipbayeva (2012), a competency has the following characteristics:
1 A competency consists of one or more skills whose mastery would enable the attainment of the competency
2 A competency is linked to all three of the domains under which performance can be assessed: knowledge, skills and attitude
3 Possessing a performance dimension, competencies are observable and demonstrable
4 Since competencies are observable, they are also measurable It is possible to assess a competency from a teacher’s performance Teaching competencies may require equal amounts of knowledge, skill and attitude, but some will not Some competencies may involve more knowledge than skill or attitude, whereas, some competencies may be more skill or performance based
(p 149) Nessipbayeva (2012) also argued that a competency goes beyond just knowledge and skills in that “it involves the ability to meet complex demands by
12 drawing on and mobilizing psychosocial resources (including skills and attitudes) in a particular context” (p 150), thus contributing to the excellence of an educator
The Asia and the Pacific Programme of Educational Innovation for Development (APEID) proposed essential teacher competencies in response to curriculum reforms discussed at the 10th Regional Consultation Meeting by UNESCO Nineteen countries, including Australia, India, and Vietnam, agreed on competencies such as meeting individual learner needs, adapting teaching materials, fostering appropriate values, and evaluating student performance to inform future activities Additionally, the National Board for Professional Teaching Standards (NBPTS) emphasized the importance of teachers understanding student knowledge, language development, culture, and subject matter while employing diverse instructional methods and resources Both APEID and NBPTS highlight the significance of cultural awareness and contextual knowledge in effective teaching practices.
On the topic of adult ESL learners, TESOL (2002), as cited in Şallı-Çopur
In 2008, it was proposed that teachers must demonstrate competence in ten key areas: identity and setting, language, learning, professional community, content, professionalism, advocacy, planning, instructing, and assessing These performance standards emphasize not only the pedagogical skills required in the classroom but also the importance of teachers engaging with a broader community, including other language educators and content specialists.
13 teachers and the school, which increases the likelihood of collaboration and partnerships
In the Vietnamese context, the Vietnam English Teacher Competence Framework (ETCF) approved by the Ministry of Education and Training in February
The 2014 framework by MOET serves as a guideline for enhancing English teaching and teacher training in Vietnam, emphasizing key areas such as subject matter knowledge, pedagogical knowledge, methodological competence, and contextual knowledge It encompasses five domains: (1) Knowledge of Language, Language Learning, and Curricular Content, (2) Knowledge of Language Teaching, (3) Knowledge of Language Learners, (4) Professional Attitudes and Values in Language Teaching, and (5) Practice and Context of Language Teaching The first two domains focus on subject matter and pedagogical content knowledge, while the third domain addresses teachers' understanding of language learners The fourth domain highlights the importance of professional attitudes and values, and the fifth domain emphasizes the necessity for teachers to grasp relevant contextual issues and connect English learning to its practical applications in Vietnam.
The competencies outlined align closely with Şallı-Çopur's (2008) classification of teacher effectiveness among novice educators She categorizes teacher competencies into three key domains: (1) Subject and Language Competence, (2) Planning, Teaching, and Classroom Management Competence.
The first domain emphasizes the importance of language knowledge, usage, and comprehension, particularly at the A2 level, which involves communicative English skills It also highlights the necessity of teaching language skills, including subskills and structures, such as those that enhance written production in English Furthermore, a solid understanding of foreign language teaching theories, techniques, and methods is essential for effective language instruction.
14 the second domain is concerned with competence in lesson planning (e.g., B2 Making appropriate plans concerning students’ needs); selecting, adapting and using materials
Effective classroom management and lesson delivery involve selecting appropriate sources that align with lesson objectives and student needs, as well as utilizing voice modulation to engage students Additionally, monitoring and evaluating student progress is crucial for achieving lesson aims, while collaboration with colleagues and parents enhances the observation and evaluation process Furthermore, teachers should remain open to ongoing professional development to continually improve their teaching practices.
The classification of foreign language teacher competencies proposed by Şallı-Çopur (2008) offers a more comprehensive overview compared to other classifications discussed This framework was effectively utilized in her questionnaire targeting graduates of the ELTE program, making it the guiding reference for the questionnaire in this study.
Research gap
Foreign language teacher education (FLTE) has garnered significant scholarly attention, evidenced by numerous studies exploring various aspects such as the foundational knowledge and components of FLTE programs (Crandall, 2000; Day, 1993; Faez, 2011; Fernandez, 2014), evaluations of these programs in specific contexts (Karakaş, 2012; Nahal, 2010; Şallı-Çopur, 2008), the traits and competencies of effective foreign language teachers (Borg, 2006; Brosh, 2008; Tran, 2015; Salimi & Zhaleh, 2021), and the challenges encountered by novice educators (Dias-Lacy & Guirguis, 2017; Koca, 2016) Nevertheless, research on the effectiveness of English language teacher education (ELTE) programs from the perspective of pre-service teachers in Vietnam remains limited, highlighting a gap in the existing literature.
The limited exploration of the 15 settings of ULIS presents an opportunity for research, as this study could yield valuable insights for teacher educators and curriculum developers.
METHODOLOGY
Setting of the study
The study conducted at ULIS during the 2020-2021 academic year highlights the institution's role as a premier teacher training center in Vietnam, attracting numerous aspiring educators who aim to develop essential teaching characteristics.
- being able to use English at level C1 of the Common European Framework of Reference for Languages;
- being equipped with knowledge of teaching activities, knowledge on learners in specific contexts;
- being flexible, demonstrating basic abilities (communication, problem identification and solving);
- possessing soft skills such as communication skill, exploration, deliberation, group work;
- possessing knowledge of the local, domestic and international contexts where English is taught;
- having extensive knowledge of cultural society;
Continuing self-study and engaging in higher education are essential for developing key personal and professional skills, enabling individuals to become effective instructors and academic managers in English language teaching and research.
(ULIS, 2017) This information can be found on the university’s official website
Participants of the study
The study focused on fourth-year student teachers from the mainstream ELTE program, who are expected to become future educators By January 2021, these teacher trainees had completed most of their training and possessed more teaching experience than their peers in earlier years Consequently, only fourth-year PSTs were selected for the research Over a month, 75 fourth-year teacher trainees participated in the study, with a significant majority being female and having prior teaching experience.
The gender of the participants
The teaching experience of the participants
Data collection instruments
The study utilized an explanatory research design to evaluate the effectiveness of the ETLE program and gather improvement suggestions Two data collection instruments were employed: a questionnaire and semi-structured interviews The questionnaire primarily addressed the first research question, while the interviews were used to delve into specific extreme responses The second and third research questions were answered through insights gained from the semi-structured interviews.
The questionnaire serves as an effective data collection tool, enabling the investigation of opinions, attitudes, and perceptions on a large scale and within a short timeframe This method is not only cost-efficient but also time-saving, making it a valuable choice for researchers.
19 help of data analysis software such as SPSS and Microsoft Excel to facilitate the data entry process
The study employs the First Graduate Questionnaire developed by Şallı-Çopur (2008) to assess graduates' perceptions of the foreign language teaching competencies they possess and those they lack This questionnaire covers a comprehensive range of competencies that align with established literature, particularly the Vietnam In-service English Teacher Competence Framework Notably, several modifications were made to the original questionnaire, with the most significant changes outlined in the study.
The initial question, “As a teacher of English, how competent are you in …?” focused solely on respondents' self-assessment and overlooked the impact of the training program It was revised to “The English Language Teacher Education (ELTE) Program at ULIS has prepared me to be able to…” for better alignment with the study's objectives Additionally, several items were rephrased to eliminate ambiguity; for example, Item A1 was modified to specify the achievement of an advanced level of English, such as C1 or C2, in accordance with the Common European Framework of Reference for Languages (CEFR) Furthermore, items that were too specific to graduates in educational roles were removed to ensure relevance for fourth-year Pre-Service Teachers (PSTs) Notable omissions included Item C10, regarding legal and administrative responsibilities at school, and Item C12, concerning contributions to school activities like meetings and in-service training.
The adapted questionnaire (see APPENDIX 4) was divided into four parts: (1)
The article examines demographic information and includes pre-service teachers' reflections on the program's effectiveness in equipping them with essential English language teacher competencies Additionally, it evaluates the impact of twelve professional development courses on enhancing their teaching skills.
The study included 36 competencies and required consent for a follow-up interview Part 2 featured 35 close-ended items categorized into three groups: Competence in Language and Subject Area, Competence in Planning, Teaching and Classroom Management, and Competence in Monitoring, Assessment and Professional Development Responses were measured using a 5-point Likert scale, ranging from 1 (highly disagree) to 5 (highly agree) Part 3 assessed effectiveness with options from 1 (ineffective) to 5 (highly effective), including an option for respondents who had not completed the relevant course.
The questionnaire was conducted in English, as participants had developed proficiency in the language during their first two years in the program, making them more familiar with English terminology related to language teaching and learning Additionally, the questionnaire was created using Google Forms for online distribution, a decision influenced by the Covid-19 pandemic situation in Vietnam.
The researcher employed a qualitative approach, utilizing semi-structured interviews as a key data collection tool This method allowed for an in-depth exploration of participants' thoughts, feelings, opinions, and perceptions, enabling the researcher to delve deeper into any unclear topics of interest, ultimately resulting in more comprehensive data.
The interview, which consisted of mostly open-ended questions (see
APPENDIX 5), was conducted with six pre-service teachers who were randomly chosen from a list of questionnaire respondents who had consented to being contacted for an interview
Unlike the questionnaire, the main language used during the interview was Vietnamese so that the participants could easily express their opinions without any
Using Vietnamese significantly reduced the likelihood of participants misunderstanding the questions, while familiar English terms were occasionally employed for additional clarification or probing This approach helped to address language difficulties and hesitation effectively.
Data collection procedures
The data collection procedures are divided into four phases in chronological order: pilot questionnaire, questionnaire administration, interview and data analysis
Before launching the questionnaire, a test version was conducted with five fourth-year PSTs from ULIS's Faculty of English Language Teacher Education The pilot aimed to identify practical issues related to the survey's length and format, as well as assess participants' understanding of the questions Feedback from the pilot participants indicated no significant issues with the online questionnaire, though they noted some spelling errors and recommended dividing the survey into pages on Google Forms Additionally, one participant suggested explicitly stating the incentive for respondents to encourage participation in the semi-structured interview.
An online questionnaire was distributed to various classes, resulting in 75 qualified responses Target participants were contacted via email with detailed information about the study, ensuring confidentiality to promote honest feedback Additionally, the researcher provided contact information for any questions or clarifications.
After administering the questionnaire, semi-structured interviews were conducted with six randomly selected participants from the list of respondents who consented to be contacted Prior to the interviews, participants were provided with a consent form Although the interviews were primarily conducted in Vietnamese, interviewees were encouraged to use English terms relevant to their field of study.
Key data patterns identified in the interviewees' questionnaire responses can guide the formulation of follow-up questions during interviews to deepen the exploration of their perspectives The interviews were recorded and subsequently transcribed, with the transcript analyzed thematically to uncover significant themes and patterns.
All six female interviewees had teaching experience, most of whom began during their second year of university Four completed their internships at a university, while two interned at a secondary school Regarding language proficiency, three interviewees achieved the C1 level according to the CEFR, one reached B2, and two were uncertain about their levels, with one self-assessing at C1 For a detailed profile of the interviewees, refer to APPENDIX 7.
Findings from the questionnaire responses as well as interview answers were interpreted and combined in the written report
Data analysis
With respect to the quantitative data from the questionnaire as of February
In 2021, the researcher utilized SPSS software for data analysis, converting questionnaire responses into numerical form to calculate the mean, mode, and standard deviation of the items.
Regarding the qualitative data obtained from the semi-structured interviews, the researcher selected thematic analysis as the data analysis method As pointed out by
Thematic analysis, as outlined by Braun and Clarke (2006) and King (2004), is an effective method for exploring diverse participant perspectives, revealing both similarities and differences, and providing unexpected insights (Nowell, Norris, White, & Moules, 2017) This approach also facilitates the summarization of key features within extensive data sets and is adaptable to various data types In this study, the thematic analysis adhered to Braun and Clarke's six-phased framework, ensuring a structured and comprehensive analysis process.
Braun & Clarke’s six-phased framework for conducting thematic analysis
Ethical issues
The researcher assured pre-service teachers that participation in the questionnaire was voluntary and provided them with essential information about the study, instructions for answering questions, and a guarantee of confidentiality The questionnaire was administered only after obtaining consent from the participants Additionally, interviewees received a consent form (see APPENDIX 6) prior to their interviews.
24 information on the study and the promise of identity confidentiality In the writing of the study, the interview participants were mentioned with the general phrase
In this article, participants are referred to as "Interviewee" followed by their respective order of interviews, such as "Interviewee 1" for the first individual To ensure confidentiality, specific details, including the locations of their internships, have been anonymized.
FINDINGS AND DISCUSSION
Pre-service teachers’ preparation for displaying English teacher competencies 25 1 Domains of Competence
This section addresses the initial research question regarding the extent to which pre-service teachers feel their program has equipped them with the competencies necessary to become effective English teachers, focusing primarily on insights gained from the quantitative data analysis.
4.1.1.1 Competence in Language and Subject Area
Table 4.1 presents the distribution of fourth-year PSTs' agreement levels regarding the effectiveness of the ELTE program in equipping them with competence in both Language and Subject Area.
The majority of questionnaire respondents confirmed that the program effectively prepared them for essential competencies in English language teaching All participants acknowledged their preparation in English teaching theories and methods, while 93.4% felt equipped with knowledge of English linguistics Additionally, 92% reported being prepared to employ diverse teaching strategies appropriate for students' age, and 86.7% recognized their readiness in understanding students' grammar knowledge and enhancing reading comprehension subskills.
A small percentage of respondents expressed disagreement with the statements regarding the effectiveness of the program, particularly in relation to Items 7, 12, and 13, which focused on developing students' subskills in reading comprehension, understanding English language teaching theories and methods, and employing age-appropriate teaching strategies Specifically, only 4% disagreed with the program's preparation for PSTs in enhancing students' writing and speaking skills, as well as their knowledge of English linguistics Item 1, which addresses achieving an advanced level of English, also saw a combined total of 4% of respondents selecting "highly disagree" and "disagree." The remaining items had 1 to 2 respondents indicating disagreement.
A significant 24% of respondents expressed uncertainty regarding their preparedness to effectively understand and utilize the English language in various contexts, while 22.7% were unsure about how to cultivate students' subskills that support listening comprehension.
Results - Competence in Language and Subject Area
Disagree Uncertain Agree Highly agree
Program at ULIS has prepared me to be able to:
1 Achieve an advanced level of English (C1 or C2 according to the CEFR)
2 Use the English language to communicate effectively
English language in a clear and stimulating manner
English language appropriately for different situations or occasions
5 Develop students’ vocabulary knowledge and use
6 Develop students’ grammar knowledge and use
(e.g., inference) that assist reading comprehension in
(e.g., note taking) that assist listening comprehension in
(e.g., drafting) that assist written production in English
10 Develop students’ subskills (e.g., intonation) that assist spoken production in English
English language teaching theories and methods
13 Employ a range of teaching strategies suited to students’ age
14 Employ a range of teaching strategies suited to
Table 4.2 indicates that the standard deviation for all items is low, ranging from 0.49 to 0.78, suggesting that respondents shared consistent opinions about the competencies in both Language and Subject Area.
Descriptive statistics - Competence in Language and Subject Area
Program at ULIS has prepared me to be able to:
1 Achieve an advanced level of English (C1 or C2 according to the CEFR)
2 Use the English language to communicate effectively
English language in a clear and stimulating manner
English language appropriately for different situations or occasions
5 Develop students’ vocabulary knowledge and use
6 Develop students’ grammar knowledge and use
(e.g., note taking) that assist listening comprehension in
(e.g., drafting) that assist written production in English
10 Develop students’ subskills (e.g., intonation) that assist spoken production in English
English language teaching theories and methods
13 Employ a range of teaching strategies suited to students’ age
14 Employ a range of teaching strategies suited to students’ proficiency level
4.1.1.2 Competence in Planning, Teaching and Classroom Management
Table 4.3 indicates a strong consensus among respondents regarding their readiness in competencies related to planning, teaching, and classroom management Notably, 93.3% expressed agreement on their preparation for utilizing diverse teaching-learning activities aligned with lesson objectives, highlighting the effectiveness of their training.
30 and coherent lesson plans (92%) and producing well-defined and appropriate lesson objectives (92%)
A small percentage of respondents expressed disagreement, with the highest at 8% regarding the effectiveness of conducting a needs analysis Additionally, 5.3% disagreed on the effective use of class time, responding to student feedback, and varying voice to engage students Furthermore, Items 16 to 19 and 22 to 23 each had one respondent selecting "disagree."
High levels of uncertainty were apparent in preparation to conduct an effective needs analysis (34.7%), use voice effectively and flexibly (30.7%) and use class time effectively (24%).
Results - Competence in Planning, Teaching and Classroom Management
Disagree Uncertain Agree Highly agree
Program at ULIS has prepared me to be able to:
15 Conduct an effective needs analysis
16 Produce well-defined and appropriate lesson objectives
17 Build structural and coherent lesson plans
18 Use a variety of teaching-learning activities in relation to the lesson objectives
31 teaching-learning activities in relation to the students' needs
20 Select and use materials in relation to the lesson objectives
21 Select and use materials in relation to the students' needs
22 Make use of information technology
23 Adjust instructions and explanations to suit students’ age and proficiency level
24 Ask students timely and effective questions
26 Use my voice effectively and vary it to attract students’ attention during the lesson
27 Respond to students’ feedback (e.g., opinion about an activity)
28 Select and use individual, small group and whole class interaction appropriately for the class
Table 4.4 shows a relatively low standard deviation for the items, indicating that respondents had similar opinions, although the responses were more varied compared to those in Table 4.2.
Descriptive statistics - Competence in Planning, Teaching and Classroom Management
ULIS has prepared me to be able to:
15 Conduct an effective needs analysis
16 Produce well-defined and appropriate lesson objectives
17 Build structural and coherent lesson plans
18 Use a variety of teaching-learning activities in relation to the lesson objectives
19 Use a variety of teaching-learning activities in relation to the students' needs
20 Select and use materials in relation to the lesson objectives
21 Select and use materials in relation to the students' needs
22 Make use of information technology (audio- visuals, electronic devices)
23 Adjust instructions and explanations to suit students’ age and proficiency level
24 Ask students timely and effective questions
26 Use my voice effectively and vary it to attract students’ attention during the lesson
27 Respond to students’ feedback (e.g., opinion about an activity)
28 Select and use individual, small group and whole class interaction appropriately for the class
4.1.1.3 Competence in Monitoring, Assessment and Professional Development
Table 4.5 illustrates the percentages of answers concerning competencies in monitoring, assessment and development In general, the total percentages of
A significant majority of respondents expressed strong agreement with the competencies assessed, with "strongly agree" and "highly agree" being the most common responses Notably, 90.7% recognized the importance of preparation for performance reflection aimed at self-development, while 89% felt prepared to utilize appropriate assessment methods Additionally, 81.3% of participants affirmed their capability to evaluate students' progress, and 85.3% highlighted their ability to provide essential feedback.
A significant number of respondents expressed concerns about the lack of preparation for collaboration with colleagues and parents to enhance student learning, with 16% disagreeing on Item 32 Additionally, 8% of respondents disagreed regarding the fulfillment of responsibilities for students' social and cultural development in Item 33 Furthermore, 4% indicated dissatisfaction with the ability to provide necessary and constructive feedback to students These insights highlight the need for consistent professional development and openness to improve educational practices.
34 development only had one respondent disagreeing, it showed a much higher percentage of Uncertainty, at 30.7%, alongside Item 32 and 33.
Results - Competence in Monitoring, Assessment and Professional Development
Disagree Uncertain Agree Highly agree
Program at ULIS has prepared me to be able to:
31 Give necessary and useful feedback to students
32 Work cooperatively with colleagues and/or parents to improve students’ learning
33 Carry out responsibilities for the social and cultural development of students
34 Be open to consistent professional development
35 Be able to reflect on my performance for self- development
Table 4.6 reveals that the standard deviation of most items is relatively low, indicating consensus among responses; however, item 32 stands out with a standard deviation nearing 1, signifying a greater diversity of opinions.
Descriptive statistics - Competence in Monitoring, Assessment and Professional Development
ULIS has prepared me to be able to:
31 Give necessary and useful feedback to students
32 Work cooperatively with colleagues and/or parents to improve students’ learning
33 Carry out responsibilities for the social and cultural development of students
34 Be open to consistent professional development
35 Be able to reflect on my performance for self-development
4.1.2 The effectiveness of ELTE courses in helping pre-service teachers gain competencies
Table 4.7 reveals that a majority of PSTs rated ELT-related courses as effective in enhancing their acquisition of the three competence domains, with a significant percentage categorizing these courses as either "effective" or "highly effective." Conversely, approximately 10% to 15% of participants viewed the courses as somewhat effective.
The analysis of Competence in Language and Subject Area reveals that English Language Teaching (ELT) Methodology 2 and English for Special Purposes (ESP) Methodology both achieved an effectiveness rating of 78.6%, while Lesson Planning followed closely at 77.3% These courses also excelled in Competence for Planning, Teaching, and Classroom Management, with ratings of 88%, 78.7%, and 86.6%, respectively Additionally, in the realm of Competence in Monitoring, Assessment, and Professional Development, Language Assessment received a favorable response, with 77.4% of participants rating it as “effective” or “highly effective,” alongside ELT Methodology 2 at 78.7% and ESP Methodology at 74.7%.
A small percentage of responses indicated the ineffectiveness of the listed courses, with the exception of the Fundamentals of Teaching English to Young Learners course Notably, ELT Methodology 1 had the highest ineffectiveness rating at 4% regarding Competence in Planning, Teaching, and Classroom Management, followed closely by Language Assessment, which received a 2.7% ineffectiveness rating in the same area.
Around 8% to 15% of respondents were uncertain about the courses’ effectiveness concerning the three domains, with the highest uncertainty proportion belonging to ELT Methodology 1 at 14.7%
Results - English Language Teaching Courses
Uncertain Effective Highly effective English Language Teaching (ELT) Methodology 1
English Language Teaching (ELT) Methodology 2
Fundamental of Teaching English to Young Learners 5.1 Competence in
English for Special Purposes (ESP) Methodology
Pre-service teachers’ perceptions of the preparation experience in the ULIS
The qualitative data from the semi-structured interviews with six PSTs from the mainstream ELTE program at ULIS helped answer the second research question
“What are the pre-service teachers’ perceptions of the preparation experience provided by the English Language Teacher Education program at ULIS?”
Most of the participants indicated that the ELTE program was able to provide PSTs with practical language methodologies and techniques They appreciated the
The 46 pedagogical courses offered, including Fundamentals of Teaching English to Young Learners, Lesson Planning, and English Language Teaching Methodology, provide valuable insights into effective teaching practices Additionally, linguistics courses enhance understanding of the English language, while diverse assessment methods enrich the learning experience Interviewee 6 highlighted the passionate instructors and the dynamic environment at ULIS as key advantages of the program.
During the interview, Pre-Service Teachers (PSTs) identified the most beneficial elements of the mainstream English Language Teacher Education (ELTE) program, with the frequency of these aspects detailed in the table below.
Most helpful aspects of the ULIS ELTE program
No Aspect Frequency of mentions
5 Content knowledge provided by the program
Professional Development courses were the most frequently mentioned aspect of the preparation experience at ULIS, highlighting their significant role in teacher training Key courses such as Introduction to English Linguistics 1, Introduction to English Linguistics 2, and Pragmatics were instrumental in enhancing PSTs' understanding of the English language Additionally, teacher educators served as inspiring role models for PSTs, encouraging their pursuit of teaching careers The vibrant environment at ULIS, characterized by dynamic interactions among teacher educators and trainees, along with excellent facilities, further enriched the overall preparation experience.
47 specifically the library, and events were also great, thus inspiring PSTs to better themselves as teachers
The supportive environment at ULIS significantly contributes to my growth as a future educator, a realization I came to during my internship Surrounded by passionate teachers and peers, I find constant motivation to enhance my teaching skills The teachers not only share invaluable tips but also serve as inspiring role models, especially when they actively participate in events and programs.
During the pedagogical internship, Interviewees 4 and 6 reported minimal challenges Interviewee 4 attributed her ease to the experience she gained during her university years, while Interviewee 6 credited the supportive in-service teachers at her internship site, who provided assistance and manageable workloads.
PSTs expressed dissatisfaction with certain elements of the program, particularly the course materials Interviewee 2 noted that the course books were overly theoretical, offering only basic information without practical insights Furthermore, they lacked contextual relevance to Vietnamese teaching environments Interviewee 4 highlighted similar concerns regarding the course book for the Fundamentals of Teaching English to Young Learners, describing it as confusing and poorly organized, particularly in relation to a module on vocabulary.
The module's emphasis on vocabulary instruction lacks clarity regarding the specific aspects of vocabulary being targeted, leaving us uncertain about how to effectively implement the provided vocabulary activities.
Interviewee 3 shared similar sentiments regarding the course material in the Language Assessment course, specifically that of the final assignment which constituted 50% of the overall course grade:
During our evaluation of a test, we encountered challenges as the instructors provided a Google Docs file that was still in the editing stage rather than a finalized PDF Additionally, the test was captured using a phone, resulting in low-quality images that were not properly scanned.
Interviewee 1 emphasized the need for more diverse and authentic course assignments, suggesting activities like interviewing foreigners to enhance learning experiences Additionally, Interviewee 3 advocated for increased assignments in professional development courses to validate students' teaching competencies and provide practical opportunities She also raised concerns about group assignments, noting that some pre-service teachers (PSTs) might depend on others, resulting in an uneven distribution of work and decreased motivation among those less engaged.
Many students rely heavily on their group mates for project completion In some groups, less competent members fail to contribute equally, yet they receive the same grade, which undermines the efforts of more capable individuals This situation forces diligent members to take on additional work, even though they could have successfully completed the project independently.
Interviewee 3 expressed concerns about the inadequacy of the length of Professional Development courses, suggesting that the Lesson Planning course should set higher expectations for student outcomes Similarly, Interviewee 5 criticized the course for its limited effectiveness in assisting her with selecting appropriate materials for students Although she completed assignments focused on evaluating tasks and understood the objectives by reviewing the course book's table of contents, she struggled to ascertain whether the tasks were truly suitable for her students.
In the Language Assessment course, Interviewee 3 expressed disappointment over the limited evaluation methods, which focused solely on tests and reading questions, neglecting other forms like writing assessments This limitation posed challenges during her internship, particularly as she was tasked with teaching Writing classes and needed to provide feedback and grades on students’ work Compounding the issue, she was required to assess writing according to the Vietnamese Standardised Test of English Proficiency (VSTEP) criteria, but struggled to locate the necessary VSTEP band descriptors, ultimately relying on her subjective judgment to grade students’ papers.
PSTs reported several factors contributing to their negative preparation experiences, including limited opportunities for field experience and speaking practice, as noted by Interviewee 1, and insufficient preparation for writing on a board, highlighted by Interviewee 5 While Interviewee 5 did not view assignment deadlines as a problem for herself, she believed other PSTs might consider them a concern Interviewee 6 also acknowledged the stress caused by excessive deadlines; however, she ultimately found the experience worthwhile upon reflection.
During pedagogical internships, a significant issue reported by participants was the lack of support and supervision from their mentors Interviewee 3 highlighted that her supervisor, while outlining tasks, failed to closely monitor the progress of pre-service teachers (PSTs) and did not provide necessary follow-up Additionally, PSTs expressed that they received no pedagogical training throughout their internship, leaving them to navigate their responsibilities independently.
Initially, we were informed that our homeroom responsibilities would include conducting sessions, monitoring students' learning, and managing various tasks However, our supervisor later clarified that these duties were unnecessary, as a class monitor was already in place Consequently, when teachers assigned us tasks, such as designing activities, we focused on those specific responsibilities.
50 tests and make adjustments to the lesson, they don’t appoint a specific student teacher for the tasks (Interviewee 3)
Pre-service teachers’ suggestions for the ULIS ELTE program
The third research question, "What suggestions do pre-service teachers offer to enhance the program's quality?" was addressed through qualitative data gathered from interviews The suggestions provided by the pre-service teachers are categorized based on the key stakeholders responsible for implementing significant and impactful changes.
To enhance Professional Development courses, it is recommended that course designers and instructors consider increasing the duration or intensifying the workload, as suggested by Interviewee 3.
To better prepare Pre-Service Teachers (PSTs), it is essential for groups to review each other's tasks before submission, as emphasized by Interviewee 3 While group work offers valuable growth opportunities, she also stressed the importance of independent work, reflecting the reality PSTs will face in their future careers Additionally, concerns were raised regarding the "Fundamentals of Teaching English to Young Learners" course textbook Interviewee 4 noted that her instructor relied on personal materials rather than the textbook, which, combined with poor content organization, rendered it unhelpful Similarly, Interviewee 6 criticized the textbook for its illogical content and lack of student-friendly language.
The second group of suggestions focuses on enhancing the ELTE curriculum for prospective student teachers (PSTs) Interviewee 1 highlighted the importance of providing orientation on the four-year course structure, as many students feel lost during enrollment To address this, a checklist or survey should be implemented to assess their understanding of prior knowledge and outline expectations for the upcoming year Interviewee 3 advocated for PSTs to pass a proficiency test, such as IELTS or VSTEP, achieving at least a B2 level before entering Professional Development courses, as this method is deemed more effective than traditional end-of-term exams Furthermore, Interviewee 2 suggested that mainstream teacher trainees should have access to Fast-track program courses, including English as an International Language Echoing this sentiment, Interviewee 4 and Interviewee 2 both supported the idea of early internships or class observations, emphasizing that PSTs should engage in Professional Development courses like Lesson Planning from their first or second year to better prepare for teaching roles.
The study load in the final two years of education may be overwhelming, suggesting that Professional Development courses should be introduced earlier, ideally in the first or second year Starting with a foundational course like Lesson Planning, which is accessible and somewhat familiar, could be beneficial For instance, one interviewee reflected on their experience during a volunteer trip in their sophomore year, noting a lack of basic knowledge in lesson planning that ultimately led to a missed opportunity.
Several interviewees suggested eliminating specific prerequisites and courses for preservice teachers (PSTs) Interviewee 3 argued that PSTs should not be required to take general courses like Philosophy if they can commit sufficient time and effort to their registered classes Similarly, Interviewee 5 recommended removing courses such as Language and Media, as they do not directly pertain to the teaching profession.
The third group of recommendations emphasizes the need for collaboration among all stakeholders to ensure authenticity in teacher training Interviewee 1 suggests that during the initial two years, pre-service teachers (PSTs) should engage in authentic tasks that enhance their speaking skills through real communication In the subsequent two years, Interviewee 2 advocates for Professional Development courses to provide insights into Vietnam's educational landscape, current trends, and the challenges teachers encounter Additionally, she proposes that instead of assessing a test sample in the Language Assessment course, PSTs should create their own tests, fostering a deeper understanding of assessment design.
While the microteaching sessions were essential, the participants were peers rather than actual young learners, resulting in varied reactions and behaviors in the classroom To enhance the effectiveness of these sessions, it would be beneficial to include real learners Additionally, integrating skills such as text editing and board writing into the courses is crucial for better preparing pre-service teachers for their responsibilities.
Discussion
4.4.1 Pre-service teachers’ preparation for displaying English teacher competencies
The findings suggest that the ELTE program at ULIS effectively prepares prospective teachers for demonstrating essential English teaching competencies, although there is potential for further enhancement in certain areas.
Many participants expressed feelings of unpreparedness in classroom management, particularly in effectively utilizing class time, responding to student feedback, and varying their vocal delivery to engage students This aligns with Nahal's (2010) findings, which suggest that teacher preparation programs fall short in equipping preservice teachers (PSTs) with essential classroom management skills.
In the mainstream ELTE program at ULIS, micro-teaching sessions are typically conducted in pairs or groups, resulting in shorter practice times for pre-service teachers (PSTs) compared to a full lesson This can lead to challenges when PSTs teach independently, as they may struggle with time management, causing lessons to end too early or too late Additionally, PSTs need more practice in effectively handling student feedback and utilizing their voice, skills that are best developed during micro-teaching sessions.
The research revealed a significant gap in the preparation for conducting needs analysis compared to other competencies, primarily due to insufficient course materials Interviewee 4 noted that while she encountered the concept of needs analysis in her English for Specific Purposes (ESP) course, the textbook only offered basic information and contained unexplained terminology As a result, she struggled to understand the concept and the essential factors to consider when performing a needs analysis Additionally, identifying students' needs emerged as a notable challenge in this process.
54 by novice teachers in the study of Achinstein and Barret (2004), as cited by Koca
While collaboration skills and dispositions are deemed essential to teacher preparation, and with teaching being one of the most social occupations (Cookson,
A study by Şallı-Çopur (2008) revealed that pre-service teachers (PSTs) are inadequately prepared for collaboration with parents and colleagues, despite engaging in peer collaborative tasks This lack of preparation stems from the absence of a dedicated course focused on building and maintaining these essential relationships, which are crucial for student development Furthermore, collaboration with various stakeholders, including students, parents, colleagues, and administrators, poses significant challenges, particularly during a teacher's early years in the profession (Cookson, 2005, as cited in Şallı-Çopur, 2008).
The responsibility for fostering students' social and cultural development shows a notable level of disagreement among educators, likely influenced by contextual factors like students' age and school environment This aligns with findings from Şallı-Çopur's 2008 study, which revealed that primary and secondary school teachers demonstrate greater competence in nurturing the spiritual, moral, social, and cultural growth of students compared to their tertiary level counterparts.
ELT and Linguistics-related courses significantly contribute to the preparation of prospective secondary teachers (PSTs), with ELT courses being particularly effective in fostering competence across all three domains These courses not only deliver theoretical knowledge but also enhance practical teaching skills through activities like micro-teaching This aligns with findings from Sulistiyo (2015) and Seferoğlu (2006), which indicate that the abundance of practice activities in ELT and General Education courses enables participants to engage with diverse learning groups more effectively.
55 different teaching-learning contexts and different ways of classroom applications” (p
Participants in Linguistics courses largely recognized their effectiveness in enhancing language and subject area competence They expressed appreciation for these courses in improving their understanding of the English language, which in turn benefits their students However, this perspective contrasts with findings by Hatipoğlu (n.d.), where fourth-year PSTs criticized the content of Linguistics courses as discouraging and irrelevant to their future careers, as noted in Şallı-Çopur (2008).
4.4.2 Pre-service teachers’ perceptions of the preparation experience in the ULIS ELTE program
Professional development courses significantly enhanced the positive experiences of pre-service teachers (PSTs) in the program Research indicates that PSTs particularly valued English Language Teaching (ELT) courses, likely due to the accessible resources they provided, including effective teaching techniques and methodologies According to Nahal (2010), these resources serve as essential survival tools for novice teachers navigating the curriculum.
Teacher educators significantly influence the identity and future careers of pre-service teachers (PSTs), as they are often seen as role models in the educational landscape (Caires, 2007; Chalies et al., 2005) According to Izadinia (2012), teachers shape the essence of their students' identities and future selves Furthermore, research by Bleicher (2007) highlights that the teaching strategies and modeling employed by teacher educators positively affect PSTs' teaching efficacy.
Concerns regarding negative experiences in education highlight the need for improvement in course materials Sulistiyo (2015) emphasizes that courses focused on knowledge and general pedagogical skills require enhancements to better address these issues.
The course materials often lack consideration of Vietnamese contextual factors, highlighting a gap in teacher education programs that fail to adequately address the development of pre-service teachers' contextual knowledge, including aspects such as administrative practices, school types, and cultural dynamics within schools (Nguyen, 2013) This underscores the need for a balanced integration of theory and practice in teacher training.
Interviewee 1 and 3 emphasized the necessity for increased practice opportunities, aligning with Erozan's (2005) recommendations To effectively equip Pre-Service Teachers (PSTs) with essential English teaching skills, it is crucial to redesign the program by incorporating additional practice components in language improvement courses, alongside a wider variety of authentic materials, methods, and activities.
Interviewee 3 expressed concern about the overreliance on group members during collaborative work, highlighting the issue of free-riders who lack commitment and evade responsibilities, as noted by Capdeferro and Romero (2012) Kerr and Bruun (1983) elaborated that free-riders often emerge when individual contributions are deemed unnecessary, especially in scenarios where the entire group receives a single grade based on the performance of more active members In the context of ULIS's program, where group assignments are common, this imbalance in commitment could pose significant challenges for Pre-Service Teachers (PSTs).
Supervising teachers play a vital role in supporting pre-service teachers (PSTs) during their teaching practicum; however, many interviewees highlighted a significant lack of guidance from these supervisors This observation aligns with the findings of Sulistiyo (2015), which revealed similar concerns among graduates regarding their practicum experiences.
“Data from interviews with recent graduates showed that they experienced insufficient guidance from teacher educators and their mentor teachers.” (p 214)
4.4.3 Pre-service teachers’ suggestions for the ULIS ELTE program