MỨC ĐỘ SẴN SÀNG CỦA GIÁO VIÊN TIẾNG ANH VỚI VIỆC GIẢNG DẠY TRỰC TUYẾN KHẨN CẤP TRONG ĐẠI DỊCH COVID-19 Ở VIỆT NAM
Nội dung chính của bài viết
Tóm tắt
Đại dịch COVID-19 đã lây lan rộng rãi đến hầu hết các quốc gia trên thế giới và sự xuất hiện đột ngột của đại dịch đã ảnh hưởng nghiêm trọng đến nền giáo dục toàn cầu. Bài báo trình bày kết quả của một nghiên cứu điển hình thông qua khảo sát cách giáo viên tiếng Anh phản ứng với bối cảnh giảng dạy mới ở miền Trung Việt Nam. Bài báo phân tích mức độ sẵn sàng của giáo viên tiếng Anh để đối phó với việc chuyển đổi đột ngột từ dạy học bình thường sang dạy học trực tuyến. Nghiên cứu sử dụng phương pháp hỗn hợp sử dụng bảng khảo sát và phỏng vấn sâu như là công cụ nghiên cứu chính. Các giáo viên dạy tiếng Anh từ các trường tiểu học đến trung học phổ thông ở miền Trung Việt Nam đã được mời tham gia làm bảng khảo sát. Kết quả của nghiên cứu cho thấy giáo viên dạy tiếng Anh không được chuẩn bị tốt cho việc giảng dạy trực tuyến đột ngột và mức độ sẵn sàng thay đổi tùy theo cấp học. Do đó, các giáo viên dạy tiếng Anh nên tự cập nhật các chiến lược được sử dụng trong giảng dạy trực tuyến, các kỹ năng công nghệ thông tin thông qua các khóa đào tạo và tự học.
Chi tiết bài viết
Từ khóa
đào tạo giáo viên, bối cảnh giảng dạy, giảng dạy trực tuyến, kiến thức sư phạm
Tài liệu tham khảo
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Creswell, J. W., & Clark, P. (2011). Designing and conducting mixed methods research. Sage Publication Ltd.
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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
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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
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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.
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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.
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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.