NÂNG CAO ĐỘNG LỰC GIẢNG DẠY TIẾNG ANH: Ý KIẾN CỦA GIẢNG VIÊN TIẾNG ANH TẠI MỘT SỐ TRƯỜNG ĐẠI HỌC Ở VIỆT NAM
Nội dung chính của bài viết
Tóm tắt
Những nghiên cứu về động lực giảng dạy tiếng Anh của giáo viên thường tập trung vào việc cải thiện trình độ ngoại ngữ, chương trình đạo tạo giáo viên và kĩ năng giảng dạy. Nghiên cứu này khám phá vai trò thường bị bỏ qua trong các nghiên cứu trước đây về động lực dạy tiếng Anh của giáo viên. Bằng cách thu thập dữ liệu từ 74 giảng viên tiếng Anh thuộc 14 trường đại học ở Việt Nam, cùng với 30 cuộc phỏng vấn, nghiên cứu này đề xuất những chiến lược hiệu quả để nâng cao động lực giảng dạy tiếng Anh cho giảng viên đại học ở Việt Nam. Kết quả nghiên cứu đã chỉ ra rằng giảng viên ưu tiên cải thiện năm lĩnh vực chính: phát triển chuyên môn, cải cách phương pháp và chương trình giảng dạy, lãnh đạo và quản lí, cải thiện khối lượng công việc và cải thiện phúc lợi cho giảng viên. Nghiên cứu cũng đưa ra những khuyến nghị thiết thực nhằm nâng cao động lực và sự nhiệt huyết của giảng viên, góp phần vào sự thành công trong việc triển khai các phương pháp giảng dạy sáng tạo.
Chi tiết bài viết
Từ khóa
động lực của giảng viên, giảng dạy tiếng Anh như một ngoại ngữ, giáo dục đại học Việt Nam, lãnh đạo và quản lí
Tài liệu tham khảo
References
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Dweik, B., & Awajan, N. (2013). Factors that enhance English language teachers' motivation in Jordanian secondary schools. English Linguistics Research, 2(1), 33-42. https://doi.org/10.5430/elr.v2n1p33
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Griva, E., Panitsidou, E., & Chostelidou, D. (2012). Identifying factors of job motivation and satisfaction of foreign language teachers: Research project design. Procedia - Social and Behavioral Sciences, 46(Supplement C), 543-547. https://doi.org/10.1016/j.sbspro.2012.05.157
Hallinger, P., & Truong, T. D. (2014). Exploring the contours of context and effective school leadership in Vietnam. Learning and Managing, 20(2), 43-58.
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1-18. https://doi.org/10.1080/2331186X.2016.1217819
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Heckhausen, H. (1991). Motivation and action. Springer.
Hettiarachchi. (2013). English language teacher motivation in Sri Lankan public schools. Journal of Language Teaching and Research, 4(1), 1-11. https://doi.org/10.4304/jltr.4.1.1-11
Hiver, P., Kim, T. Y., & Kim, Y. (2018). Language teacher motivation. In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology (pp. 18-33). Multilingual Matters.
Hoang, V. V. (2010). The current situation and issues of the teaching of English in Vietnam. Ritsumeikan Studies in Language and Culture, 22(1), 7-18.
Kam, H. W. (2002). English language teaching in East Asia today: An overview. Asia Pacific Journal of Education, 22, 1-22. https://doi.org/10.1080/0218879020220203
Kassabgy, O., Boraie, D., & Schmidt, R. (2001). Values, rewards, and job satisfaction in ESL/EFL. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 213-238). University of Hawaii Press.
Kim, T. Y., Kim, Y. K., & Zhang, Q. M. (2014). Differences in demotivation between Chinese and Korean English teachers: A mixed-methods study. Asia-Pacific Edu Res, 23(2), 299-310. https://doi.org/10.1007/s40299-013-0105-x
Lauermann, F. (2017). Teacher motivation, responsibility, pedagogical knowledge and professionalism: A new era for research. In S. Guerriero (Ed.), Pedagogical knowledge and the changing nature of the teaching profession (pp. 171-191). OECD Publishing. https://doi.org/10.1787/9789264270695-10-en
Le, D. M., Nguyen, H. T. M., & Burns, A. (2017). Teacher language proficiency and reform of English language education in Vietnam, 2008-2020. In D. Freeman & L. Le Drean (Eds.), Developing classroom English competence: Learning from the Vietnam experience (pp. 19-33). IDP Education.
Le, V. C. (2007). A historical review of English language education in Vietnam. In Y. Choi & B. Spolsky (Eds.), English education in Asia: History and policies (pp. 167-179). Asia TEFL.
Le, V. C. (2015). English language education innovation for the Vietnamese secondary school: The project 2020. In B. Spolsky & K. Sung (Eds.), Secondary school English education in Asia: From policy to practice (pp. 182-200). Routledge.
Le, V. C. (2020). English language teaching in Vietnam: Aspirations, realities, and challenges. In V. C. Le, H. T. M. Nguyen, T. T. M. Nguyen, & R. Barnard (Eds.), Building Teacher Capacity in English Language Teaching in Vietnam: Research, Policy and Practice (pp. 7-22). Routledge.
Ma, W. (2012). Factors affecting the motivation of TEFL academics in higher education in China [Unpublished doctoral dissertation, Queensland University of Technology].
Manh, L. D., Nguyen, H. T. M., & Burns, A. (2017). Language teacher proficiency and reform of English language education in Vietnam, 2008-2020. In D. J. Freeman & L. L. Dréan (Eds.), Developing classroom English competence: Learning from the Vietnam experience (pp. 19-33). IDP Education (Cambodia) Ltd.
Matherson, L., & Windle, T. M. (2017). What do teachers want from their professional development? Four emerging themes. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators, 83(3), 28-32.
Mifsud, M. (2011). The relationship of teachers' and students' motivation in ELT in Malta: A mixed methods study [Unpublished doctoral thesis, University of Nottingham].
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