TEACHERS’ EXPERIENCE WITH USING TEACHING TECHNIQUES TO PROMOTE CHILDREN’S MOTIVATION AND ENGAGEMENT IN A NON-FORMAL ENGLISH EDUCATIONAL SETTING

Tran Le Kim Huong, Tran Le Huu Nghia, Phuong Hoang Yen

Abstract


In this increasing globalized and internationalized world, teaching techniques reported to be effective in one country are more frequently adopted for use in other countries. However, these techniques may not yield similar effects across educational contexts. This article reports a study that (i) explored teaching techniques that teachers in commercial English Language Centres (CELC) in Southern Vietnam used to promote children’s learning motivation and engagement, (ii) examined why they adopted these teaching techniques and (iii) identified challenges associated with the use of these techniques. Content analysis of 21 semi-structured interviews with teachers from four CELC showed that teachers were frequently using games, picture flashcards, videos, miming, role play and storytelling for the mentioned purpose. The study also revealed several challenges for the use of these techniques associated with (i) teachers considering teaching in CELC as an extra job, (ii) educational norms and values ingrained in stakeholders’ perception, and (iii) practicality issues involved in their teaching. The article highlights that teachers’ adoption of a teaching technique was driven by their beliefs about its effectiveness, about expectations of important stakeholders, and about contextual factors that may affect the use of the technique.

 

Article visualizations:

Hit counter

DOI

Keywords


teacher beliefs, teaching techniques, motivations, young learners, English teaching

Full Text:

PDF

References


Ajzen, I. (1985). From Intentions to Actions: A Theory of Planned Behavior. In J. Kuhl & J. Beckmann (Eds.), Action Control: From Cognition to Behavior (pp. 11-39). Berlin, Heidelberg: Springer Berlin Heidelberg.

Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211.

Al Harrasi, K. T. S. (2014). Using “Total physical response” with young learners in Oman. Childhood Education, 90(1), 36-42.

Ara, S. (2009). Use of songs, rhymes and games in teaching English to young learners in Bangladesh. Dhaka University Journal of Linguistics, 2(3), 161-172.

Arkoudis, S., Hawthorne, L., Baik, C., Hawthorne, G., O’Loughlin, K., Leach, D., & Bexley, E. (2009). The impact of English language proficiency and workplace readiness on employment outcomes and performance of tertiary international students. Melbourne: Centre for the Study of Higher Education, University of Melbourne.

Baleghizadeh, S., & Ashoori, A. (2011). The impact of two instructional techniques on EFL learners’ vocabulary knowledge: flash cards versus word lists. Mextesol journal, 35(2), 1-9.

Cameron, L. (2001). Teaching languages to young learners. Cambridge, UK: Cambridge University Press.

Chien, S.-P., Wu, H.-K., & Hsu, Y.-S. (2014). An investigation of teachers’ beliefs and their use of technology-based assessments. Computers in Human Behavior, 31(2014), 198-210.

Coleman, J. A. (2006). English-medium teaching in European higher education. Language teaching, 39(1), 1-14.

Conesa, I. M. G., & Rubio, A. D. J. (2015). The use of rhymes and songs in the Teaching of English in Primary Education. Revista Docencia e Investigación (25.2), 83-101.

Crystal, D. (2012). English as a global language (2 ed.). New York: Cambridge University Press.

Dang, H.-A. (2007). The determinants and impact of private tutoring classes in Vietnam. Economics of Education Review, 26(6), 683-698.

Demircioğlu, Ş. (2010). Teaching English vocabulary to young learners via drama. Procedia-Social and Behavioral Sciences, 2(2), 439-443.

Ellis, G., & Brewster, J. (2014). Tell it again!: the storytelling handbook for primary english language teachers. London: British Council

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115. doi:10.1111/j.1365-2648.2007.04569.x

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.

Foondun, A. R. (2002). The issue of private tuition: an analysis of the practice in Mauritius and selected South-East Asian countries. International Review of Education, 48(6), 485-515.

Halliwell, S. (1992). Teaching English in the primary classroom. Harlow: Longman.

Hesse-Biber, S. N., & Leavy, P. (2010). The practice of qualitative research. Thouasnd Oaks, CA: Sage

Hewson, D. (2017). Profit and prejudice: a critique of private English language education in Vietnam. British Journal of Sociology of Education, 1-16. doi:10.1080/01425692.2017.1417114

Hu, R. (2016). The age factor in second language learning. Theory and Practice in Language Studies, 6(11), 2164.

Kennedy, E. (2010). Narrowing the achievement gap: Motivation, engagement, and self- efficacy matter. Journal of Education, 190(3), 1-11.

Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131. doi:http://dx.doi.org/10.1037/a0033546

Nam, H. (2017, 17 July 2017). Đày đọa nhau vì điểm số. Dan Tri. Retrieved from http://dantri.com.vn/giao-duc-khuyen-hoc/day-doa-nhau-vi-diem-so- 20170714213229598.htm

Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. New York and London: Teacher Colleage Press.

Nguyen, H. T. M. (2011). Primary English language education policy in Vietnam: Insights from implementation. Current Issues in Language Planning, 12(2), 225-249.

Noack, R., & Gamio, L. (2015). The world’s languages, in 7 maps and charts. The Washington Post, 4(23), 65-70.

Nugroho, Y. S., Nurkamto, J., & Sulistyowati, H. (2012). Improving students' vocabulary mastery using flashcards. English Education, 1(1), 1-15.

Nunan, D. (2010). Teaching English to young learners. Anaheim, CA: Anaheim University Press.

Pham, N. T. (2014). Foreign language policy. In J. L. R. King, S. Marginson, & R. Naidoo (Ed.), Higher Education in Vietnam: Flexibility, Mobility and Practicality in the Global Knowledge Economy (pp. 169-183). New York: Palgrave Macmillan.

Pham, T. H. T. (2010). Implementing a Student-Centered Learning Approach at Vietnamese Higher Education Institutions: Barriers under layers of casual layered analysis. Journal of Futures Studies, 15(1), 21-38.

Phyak, P., & Bui, T. T. N. (2014). Youth engaging language policy and planning: Ideologies and transformations from within. Language Policy, 13(2), 101-119.

Rabionet, S. E. (2011). How I learned to design and conduct semi-structured interviews: An ongoing and continuous journey. The Qualitative Report, 16(2), 563.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge, UK: Cambridge University Press.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.

Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267.

Schlechty, P. C. (2001). Shaking up the schoolhouse: How to support and sustain educational innovation. San Fransisco, USA: Jossey-Bass Publishers.

Soleimani, H., & Akbari, M. (2013). The effect of storytelling on children's learning English vocabulary: A case in Iran. International Research Journal of Applied and Basic Sciences, 4(11), 4005-4014.

Suhre, C. J., Jansen, E. P., & Torenbeek, M. (2013). Determinants of timely completion: the impact of Bachelor's degree programme characteristics and student motivation on study progress. Higher Education Research & Development, 32(3), 479-492.

Toshalis, E., & Nakkula, M. J. (2012). Motivation, engagement, and student voice. Retrieved from www.howyouthlearn.org/pdf/Motivation%20Engagement%20Student%20Voice_ 0.pdf

Underwood, P. R. (2012). Teacher beliefs and intentions regarding the instruction of English grammar under national curriculum reforms: A Theory of Planned Behaviour perspective. Teaching and Teacher Education, 28(6), 911-925.

Van Weijen, D. (2012). The language of (future) scientific communication. Retrieved from https://www.researchtrends.com/issue-31-november-2012/the-l language-of-future-scientific-communication/

Wang, L., Wang, M., & Wen, H. (2015). Teaching Practice of Physical Education Teachers for Students with Special Needs: An Application of the Theory of Planned Behaviour. International Journal of Disability, Development and Education, 62(6), 590-607. doi:10.1080/1034912X.2015.1077931

Wang, Y.-H. (2010). Using communicative language games in teaching and learning English in Taiwanese primary schools. 工程科技與教育學刊, 7(1), 126-142.

Widodo, H. P. (2005). Teaching Children Using a Total Physical Response (TPR) Method: Rethinking. Bahasa dan seni, 33(2), 235-238.

Zhao, X., Selman, R. L., & Haste, H. (2015). Academic stress in Chinese schools and a proposed preventive intervention program. Cogent Education, 2(1), 1-14.


Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).