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The Influence of Personal, Situational and Sociocultural Factors on Vietnamese EFL Novice Teachers’ Cognitions and Practices

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The Influence of Personal, Situational and Sociocultural Factors on Vietnamese EFL Novice Teachers’ Cognitions and Practices University of Wollongong Research Online University of Wollongong Thesis Collection 2017+ University of Wollongong Thesis Collections 2018 The influence of personal, situational and sociocultural factors on Vietnamese EFL novice teachers’ cognitions and practices Nguyen Tien Ngo University of Wollongong Follow this and additional works at: https://ro.uow.edu.au/theses1 University of Wollongong Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorise you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process, nor may any other exclusive right be exercised, without the permission of the author. Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. A court may impose penalties and award damages in relation to offences and infringements relating to copyright material. Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong. Recommended Citation Ngo, Nguyen Tien, The influence of personal, situational and sociocultural factors on Vietnamese EFL novice teachers’ cognitions and practices, Doctor of Philosophy thesis, School of Education, University of Wollongong, 2018. https://ro.uow.edu.au/theses1/448 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] THE INFLUENCE OF PERSONAL, SITUATIONAL AND SOCIOCULTURAL FACTORS ON VIETNAMESE EFL NOVICE TEACHERS’ COGNITIONS AND PRACTICES NGUYEN TIEN NGO Supervisors: Dr Michelle J. Eady Dr Amanda Baker Professor Janice Wright This thesis is presented as part of the requirement for the conferral of the degree: DOCTOR OF PHILOSOPHY The University of Wollongong School of Education March 2018 Abstract Over the past several decades, English has become a compulsory subject in primary, secondary, high school, and tertiary education in Vietnam. Despite its inclusion across multiple tiers of the Vietnamese education system, many Vietnamese learners of English have not acquired adequate language skills to become competent communicators of English (Nunan, 2003; Tien, 2013; Van, 2009). This may be attributed to teachers’ cognitions and practices, as what teachers believe and do in their classrooms ultimately impacts students’ learning (Helen, 2003). An increasing number of studies of teacher cognition in Vietnam have been conducted (Canh, 2011; Canh & Barnard, 2009; Hiep, 2007; Tran, 2015; Viet, 2013, 2014); however, these studies are targeted at more experienced teachers, giving little attention to novice teachers. There is a need to examine what novice teachers believe and practice in their classrooms because, as recent university graduates, they represent teachers who have received the most contemporary education in how to effectively teach EFL learners. Guided by Borg’s (2015) language teacher cognition model and Shulman’s (1986, 1987) teachers’ knowledge categories as theoretical frameworks, this study investigates the relationship between the cognitions and practices of five novice EFL high school teachers in Vietnam and the influence of personal, situational and sociocultural factors on their cognitions and practices. Following a qualitative research approach, this study employed multiple methods of data collection including curriculum texts, interviews with teacher educators and school vice-principals, and classroom observations, as well as biographical and stimulated recall interviews with the novice teachers. The findings reveal that personal, situational, and sociocultural factors have significant influence on the novice teachers’ cognitions and practices. Results indicate that the teachers struggled to find appropriate ways of teaching to meet the expectations of different stakeholders, namely language policy makers, teacher educators, colleagues and students. On one hand, the teachers tried to follow a communicative language teaching approach (CLT) (e.g. using games and the L2) as mandated in the curriculum, textbooks and teacher education. On the other hand, they experienced considerable difficulty in implementing many other important features of CLT into the classroom, due to classroom constraints such as pressures from their students, colleagues and examinations. In response to this dilemma, through their various choices in terms of i game utilisation, activity selection, grammar instruction, and the use of the L1 and L2, the participating teachers tried to find a pedagogical compromise between teaching expectations, and what they perceived to be realistic for their students. Modifying lessons allowed the teachers to include some elements of CLT for their students but also left room for other components of form-focused teaching to help their students prepare for examinations. Nevertheless, due to the more immediate and pressing constraints in their teaching contexts, these compromises and modifications tended to gravitate more towards form-focused rather than communicative practice. The results of this study offer several significant contributions to the understanding of novice teachers’ cognitions and practices in the context of Vietnam, which could be applied to similar contexts. Methodologically, with the inclusion of teachers’ biographies, this empirical study makes an important contribution to the literature on language teacher cognition research. Drawing on these findings, implications for theory, language policy, teacher education programs, schools and teachers are discussed. ii Acknowledgments This strenuous and interesting journey has been a good opportunity for me to enrich not only my academic knowledge and research skills but also to gain an understanding more about life and myself. The completion of this PhD thesis would not be possible without the support and contributions of many people. With my sincerest gratitude, I would like to take this opportunity to thank them all for their important contributions to my learning development. First and foremost, I would like to express my deep gratitude and appreciation to my supervisors, Dr Michelle Eady, Dr Amanda Baker and Professor Janice Wright for their continuous and invaluable support and guidance throughout the years that I conducted the PhD study at the University of Wollongong. I am indebted to my supervisors not only for their critical, insightful and constructive feedback, but also for their kindness, understanding and encouragement throughout the study. I would also like to thank them for their challenging questions, additional valuable time and sense of humour that have helped me relieve my anxieties and be confident in these critical and exciting years of learning. Without their support, this thesis would not have been possible. I would like to express my sincere thanks to the joint scholarship between the Vietnamese Ministry of Education and Training (MOET) and the University of Wollongong for their financial support for my academic learning. Specifically, I am very grateful to MOET officials, Mr Nguyễn Xuân Vang, Ms Quách Thị Ngọc Minh, Ms Nguyễn Thị Ngọc Liên and Ms Hoàng Thị Kim Oanh, for their kind assistance in the scholarship administration. I wish to extend my appreciation to the academic and professional staff in the School of Education, Faculty of Social Sciences, University of Wollongong including Professor Sue Bennett, Associate Professor Honglin Chen, Associate Professor Wendy Nielsen, Dr Steven Howard, Dr Ken Cliff, Dr Jane Warren, Ms Kerry Banks, Ms Debra Millar, Ms Leanne Denison, and Ms Kim Oborn for their lectures, understanding and support in my initial years of the PhD journey. I wish to thank the staff at the Library, Student Central, Graduate Research School and Learning Development for their great support in many ways through providing excellent support services, extensive and valuable sources of databases, seminars and workshops that I have found very beneficial. iii I am also thankful to my Vietnamese and other PhD office mates: Hải Quân, Thanh Phúc, Khánh Đoan, Bích Diệp, Thu Hiền, Hoa, Mike, Amir, Sophie, Saichon, Nasim, Ika, Clara, to name just a few, for their friendship, kindness, and support. Especially, Quân and I have had many memorable experiences. We were classmates at Cantho University 12 years ago before we met each other again at the University of Wollongong. During the PhD life, we have together participated in many academic and fun activities. We have shared not only our thoughts about research but also other aspects of life throughout this journey. My sincere appreciation also goes to my home university, An Giang University, and my colleagues for providing me with study leave to undertake this doctoral study and excusing me from my teaching responsibilities. I also want to thank my friends in Vietnam and Australia for their encouragement and support in different ways during my studies. I wish to thank the Provincial Department of
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