ENGLISH TEACHERS’ READINESS FOR EMERGENCY ONLINE TEACHING DURING COVID-19 PANDEMIC IN VIETNAM
Main Article Content
Abstract
COVID-19 pandemic has been widely spread to most countries in the world and its sudden appearance has seriously impacted the global education. The paper presents findings of a case study which investigated how English teachers responded to the new teaching context in the centre of Vietnam. How ready they were to deal with the abrupt switch from normal teaching to online teaching was presented in the article. The research employed the mixed method with a survey and in-depth interviews as the main instruments. Teachers of English from primary schools to high schools in the centre of Vietnam were invited for the survey. As revealed from the survey, these teachers of English were not well-prepared for sudden online teaching and the level of readiness varied according to the school levels. It is, therefore, recommended that teachers of English should update themselves with strategies used in online teaching, IT skills through training and self-study.
Article Details
Keywords
teacher training, teaching context, online teaching, pedagogical knowledge
References
Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76
Copriady, J. (2014). Self-motivation as a mediator for teachers’ readiness in applying ICT in teaching and learning. Turkish Online Journal of Educational Technology, 13(4), 115–123. https://doi.org/10.1016/j.sbspro.2015.01.529
Creswell, J. W., & Clark, P. (2011). Designing and conducting mixed methods research. Sage Publication Ltd.
Dang, X. T., Nicholas, H., & Lewis, R. (2012, October 12-13). ICT training and ICT use among Vietnamese foreign language teachers. [Paper presentation]. The Firth International Conference on Ubiquitous Learning, Illinois, USA. https://www.youtube.com/watch?v=duNwsgMgmXQ
Ergene, Ö., & Türk Kurtça, T. (2020). Pre-service mathematics teachers’ levels of academic procrastination and online learning readiness. Malaysian Online Journal of Educational Technology, 8(4), 52–66. https://doi.org/10.17220/mojet.2020.04.006
Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19. Frontiers in Psychology, 11, 1–14. https://doi.org/10.3389/fpsyg.2020.549653
Hung, M. L. (2015). Teacher readiness for online learning: Scale development and teacher perceptions. Computer and Education, 94, 120–133.
Huong, L. P. H., & Marie, Y. (2016). Evaluating in-service training of primary English teachers: A case study in central Vietnam. The Asian EFL Journal Quarterly, 18(1), 163–191.
Huynh, T. N., & Nguyen, T. U. N. (2021). In-service language teachers’ attitudes towards technology use and the development of their perceived CALL competences. Taiwan Journal of TESOL, 18(2), 29–62. https://doi.org/10.30397/TJTESOL.202110
Koo, A. C. (2008). Factors affecting teachers’ perceived readiness for online collaborative learning: A case study in Malaysia. Educational Technology and Society, 11(1), 266–278.
Le, X. M., & Vo, K. H. (2014). Factors affecting secondary-school English teachers’ adoption of technologies in Southwest Vietnam. Language Education in Asia, 9(2), 198–215.
Mirķe, E., Cakula, S., & Tzivian, L. (2019). Measuring teachers-as-learners’ digital skills and readiness to study online for successful e-learning experience. Journal of Teacher Education for Sustainability, 21(2), 5–16. https://doi.org/10.2478/jtes-2019-0013
Mohamad, S. N. M., Salleh, M. A. M., & Salam, S. (2020). Factors affecting lecturers motivation in using online teaching tools. Procedia - Social and Behavioral Sciences, 195, 1778–1784. https://doi.org/10.1016/j.sbspro.2015.06.378
National Foreign Language 2020 Project. (2008). Nhiệm vụ của đề án "Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân, giai đoạn 2008-2020 (The National Foreign Language 2020 project’s responsibilities in the national education system in the period 2008-2020). Hanoi.
Nguyen, H. T. M., & Baldauf, R., B. (2010). Effective peer mentoring for EFL pre-service teachers’ instructional practicum practice. The Asian EFL Journal Quarterly, 12(3), 40-61.
Nguyen, H. T. M., & Hudson, P. (2012). Pre-service EFL teachers’ reflections on mentoring during their teaching practicum practice. In C. Gitsaki & B. B. J. Richards (Eds.), Future directions in applied linguistics: Local and global perspective (pp. 158-178). Cambridge Scholar Publishing.
Nguyen, U. N. T., & Nguyen, L. V. (2021). Resilience to withstand covid-19 crisis: Lessons from a foreign language institution in Vietnam. Call-Ej, 22(2), 40–55.
Nguyen, V. L., & Pham, A. T. D. (2021). Using synchronous online discussion to develop EFL learners’ productive skills: A case study. The Journal of Asian TEFL, 18, 179–207.
Pham, T. T. N., Tan, C. K., & Lee, K. W. (2018). Exploring teaching English using ICT in Vietnam: The lens of activity theory. International Journal of Modern Trends in Social Sciences, 1(3), 15–29.
Pham, T. T. N., Tan, C. K., & Lee, K. W. (2019, August 9-10). ICT integration in teaching English in Vietnam through the lens of SAMR model [Conference presentation]. GLOCALL 2019, Danang, Vietnam.
Phan, V. H. (2015). Khảo sát đánh giá tác động của Đề án ngoại ngữ quốc gia 2020 đến công tác phát triển chuyên môn, nghiệp vụ giáo viên tiếng Anh phổ thông tại miền Trung-Tây Nguyên (Investigating the impacts of National Foreign Language 2020 project on the professional deve). Danang.
Popova, L. V., & Pikulenko, M. M. (2020). Teacher’s readiness to create own online courses. In I. Gafurov & R. Valeeva (Eds.), ARPHA Proceedings 3: VI International Forum on Teacher Education (pp. 2017–2031). Kazan Federal University. https://doi.org/10.3897/ap.2.e2017
Rasmitadila, R., Rusmiati, A. R., Reza, R., Achmad, S., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period : A Case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109.
Richardson, J. W., Hollis, E., Pritchard, M., & Novosed-Lingat, J. E. (2020). Shifting teaching and learning in online learning spaces: An investigation of a faculty online teaching and learning initiative. Online Learning, 24(1), 67-91.
Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
Trayek, F. A. A., Tunku Ahmad, T. B., Nordin, M. S., Dwikat, M. A., Abulibdeh, E. S. A., Asmar, M., & Sawari, S. S. M. (2016). Underlying structure of e-Learning readiness among Palestinian secondary school teachers. MATEC Web of Conferences, 56, 1–5. https://doi.org/10.1051/matecconf/20165601011
Vo, T. K. A. (2017). Evaluating the implementation of action research course in an in-service teacher training program in Vietnam. Journal of Nusantara Studies, 2(2), 88–97.
Vo, T. K. A. (2021). Vietnamese secondary teachers’ responses to emergency online teaching. International Journal on E-Learning Practices, 4, 33–40.
Vo, T. K. A., Pang, V., & Lee, K. W. (2018). Teaching practicum of an English teacher education programme in Vietnam: From expectations to reality. Journal of Nusantara Studies, 3(2), 32–40.
Vo, T. K. A., Pang, V., & Lee, K. W. (2020). Evaluating Vietnam’s pre-service English teacher education program for technology integration in education. Call-Ej, 21(3), 8–22.
Copriady, J. (2014). Self-motivation as a mediator for teachers’ readiness in applying ICT in teaching and learning. Turkish Online Journal of Educational Technology, 13(4), 115–123. https://doi.org/10.1016/j.sbspro.2015.01.529
Creswell, J. W., & Clark, P. (2011). Designing and conducting mixed methods research. Sage Publication Ltd.
Dang, X. T., Nicholas, H., & Lewis, R. (2012, October 12-13). ICT training and ICT use among Vietnamese foreign language teachers. [Paper presentation]. The Firth International Conference on Ubiquitous Learning, Illinois, USA. https://www.youtube.com/watch?v=duNwsgMgmXQ
Ergene, Ö., & Türk Kurtça, T. (2020). Pre-service mathematics teachers’ levels of academic procrastination and online learning readiness. Malaysian Online Journal of Educational Technology, 8(4), 52–66. https://doi.org/10.17220/mojet.2020.04.006
Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19. Frontiers in Psychology, 11, 1–14. https://doi.org/10.3389/fpsyg.2020.549653
Hung, M. L. (2015). Teacher readiness for online learning: Scale development and teacher perceptions. Computer and Education, 94, 120–133.
Huong, L. P. H., & Marie, Y. (2016). Evaluating in-service training of primary English teachers: A case study in central Vietnam. The Asian EFL Journal Quarterly, 18(1), 163–191.
Huynh, T. N., & Nguyen, T. U. N. (2021). In-service language teachers’ attitudes towards technology use and the development of their perceived CALL competences. Taiwan Journal of TESOL, 18(2), 29–62. https://doi.org/10.30397/TJTESOL.202110
Koo, A. C. (2008). Factors affecting teachers’ perceived readiness for online collaborative learning: A case study in Malaysia. Educational Technology and Society, 11(1), 266–278.
Le, X. M., & Vo, K. H. (2014). Factors affecting secondary-school English teachers’ adoption of technologies in Southwest Vietnam. Language Education in Asia, 9(2), 198–215.
Mirķe, E., Cakula, S., & Tzivian, L. (2019). Measuring teachers-as-learners’ digital skills and readiness to study online for successful e-learning experience. Journal of Teacher Education for Sustainability, 21(2), 5–16. https://doi.org/10.2478/jtes-2019-0013
Mohamad, S. N. M., Salleh, M. A. M., & Salam, S. (2020). Factors affecting lecturers motivation in using online teaching tools. Procedia - Social and Behavioral Sciences, 195, 1778–1784. https://doi.org/10.1016/j.sbspro.2015.06.378
National Foreign Language 2020 Project. (2008). Nhiệm vụ của đề án "Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân, giai đoạn 2008-2020 (The National Foreign Language 2020 project’s responsibilities in the national education system in the period 2008-2020). Hanoi.
Nguyen, H. T. M., & Baldauf, R., B. (2010). Effective peer mentoring for EFL pre-service teachers’ instructional practicum practice. The Asian EFL Journal Quarterly, 12(3), 40-61.
Nguyen, H. T. M., & Hudson, P. (2012). Pre-service EFL teachers’ reflections on mentoring during their teaching practicum practice. In C. Gitsaki & B. B. J. Richards (Eds.), Future directions in applied linguistics: Local and global perspective (pp. 158-178). Cambridge Scholar Publishing.
Nguyen, U. N. T., & Nguyen, L. V. (2021). Resilience to withstand covid-19 crisis: Lessons from a foreign language institution in Vietnam. Call-Ej, 22(2), 40–55.
Nguyen, V. L., & Pham, A. T. D. (2021). Using synchronous online discussion to develop EFL learners’ productive skills: A case study. The Journal of Asian TEFL, 18, 179–207.
Pham, T. T. N., Tan, C. K., & Lee, K. W. (2018). Exploring teaching English using ICT in Vietnam: The lens of activity theory. International Journal of Modern Trends in Social Sciences, 1(3), 15–29.
Pham, T. T. N., Tan, C. K., & Lee, K. W. (2019, August 9-10). ICT integration in teaching English in Vietnam through the lens of SAMR model [Conference presentation]. GLOCALL 2019, Danang, Vietnam.
Phan, V. H. (2015). Khảo sát đánh giá tác động của Đề án ngoại ngữ quốc gia 2020 đến công tác phát triển chuyên môn, nghiệp vụ giáo viên tiếng Anh phổ thông tại miền Trung-Tây Nguyên (Investigating the impacts of National Foreign Language 2020 project on the professional deve). Danang.
Popova, L. V., & Pikulenko, M. M. (2020). Teacher’s readiness to create own online courses. In I. Gafurov & R. Valeeva (Eds.), ARPHA Proceedings 3: VI International Forum on Teacher Education (pp. 2017–2031). Kazan Federal University. https://doi.org/10.3897/ap.2.e2017
Rasmitadila, R., Rusmiati, A. R., Reza, R., Achmad, S., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period : A Case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109.
Richardson, J. W., Hollis, E., Pritchard, M., & Novosed-Lingat, J. E. (2020). Shifting teaching and learning in online learning spaces: An investigation of a faculty online teaching and learning initiative. Online Learning, 24(1), 67-91.
Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
Trayek, F. A. A., Tunku Ahmad, T. B., Nordin, M. S., Dwikat, M. A., Abulibdeh, E. S. A., Asmar, M., & Sawari, S. S. M. (2016). Underlying structure of e-Learning readiness among Palestinian secondary school teachers. MATEC Web of Conferences, 56, 1–5. https://doi.org/10.1051/matecconf/20165601011
Vo, T. K. A. (2017). Evaluating the implementation of action research course in an in-service teacher training program in Vietnam. Journal of Nusantara Studies, 2(2), 88–97.
Vo, T. K. A. (2021). Vietnamese secondary teachers’ responses to emergency online teaching. International Journal on E-Learning Practices, 4, 33–40.
Vo, T. K. A., Pang, V., & Lee, K. W. (2018). Teaching practicum of an English teacher education programme in Vietnam: From expectations to reality. Journal of Nusantara Studies, 3(2), 32–40.
Vo, T. K. A., Pang, V., & Lee, K. W. (2020). Evaluating Vietnam’s pre-service English teacher education program for technology integration in education. Call-Ej, 21(3), 8–22.