TÁC ĐỘNG CỦA NGHIÊN CỨU KHOA HỌC ĐỐI VỚI THỰC TIỄN GIẢNG DẠY MÔN TIẾNG ANH DƯỚI GÓC NHÌN CỦA GIẢNG VIÊN ĐẠI HỌC
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu này nhằm tìm hiểu quan điểm của một số giảng viên tiếng Anh về tác động của nghiên cứu khoa học (NCKH) đối với hoạt động giảng dạy. Khách thể nghiên cứu bao gồm 50 giảng viên hiện đang công tác tại 5 trường đại học tại khu vực Đồng bằng sông Cửu Long ở miền Nam Việt Nam. Công cụ thu thập dữ liệu cho nghiên cứu bao gồm một bảng câu hỏi khảo sát với 26 tiểu mục được thiết kế theo thang đo Likert. Kết quả nghiên cứu cho thấy hoạt động NCKH góp phần cải thiện đáng kể sự hiểu biết của giảng viên về các nội dung liên quan đến việc thực hành giảng dạy, thúc đẩy họ suy ngẫm sâu hơn về phương pháp giảng dạy của mình. Ngoài ra, NCKH giúp giảng viên hiểu rõ và sâu sắc hơn về quá trình học tập, mở rộng nguồn cho việc phát triển ý tưởng và kinh nghiệm giảng dạy, tinh chỉnh hướng dẫn học thuật, và khuyến khích khả năng chiêm nghiệm trong quá trình giảng dạy. Kết quả nghiên cứu còn góp phần làm giàu nguồn tài liệu về việc đánh giá tác động của NCKH đối với thực hành giảng dạy của giảng viên. Có thể thấy, kết quả nghiên cứu mang lại giá trị tham chiếu quan trọng cho các quyết định về chính sách cũng như thực tiễn về việc kết hợp hoạt động NCKH vào đào tạo và các sáng kiến phát triển chuyên môn. Nghiên cứu cũng nhấn mạnh tầm quan trọng của hoạt động NCKH trong việc cải thiện phương pháp giảng dạy và thúc đẩy sự chiêm nghiệm trong dạy học của đội ngũ giảng viên tại Việt Nam.
Chi tiết bài viết
Từ khóa
giảng viên tiếng Anh , nghiên cứu khoa học , thực hành giảng dạy , Việt Nam
Tài liệu tham khảo
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Bartram, B. (2019). Using questionnaires. In Practical Research Methods in Education (pp. 1-11). Routledge.
Block, D. (2000). Revisiting the gap between SLA researchers and language teachers. Links & Letters, (7), 129-143. https://raco.cat/index.php/LinksLetters/article/view/22721/22555
Brannen, J. (2005). Mixing methods: The entry of qualitative and quantitative approaches into the research process. International Journal of Social Research Methodology, 8(3), 173-184.
Bryman, A. (2007). The research question in social research: What is its role?. International Journal of Social Research Methodology, 10(1), 5-20. https://doi.org/10.1080/13645570600655282
Burnaford, G. E., Fischer, J., & Hobson, D. (2000). Teachers doing research: The power of action through inquiry (2nd ed.). Routledge.
Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Clements, D. H., & Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443-494. https://doi.org/10.3102/0002831207312908
Coate, K., Barnett, R., & Williams, G. (2001). Relationships between teaching and research in higher education in England. Higher Education Quarterly, 55(2), 158-174. https://doi.org/10.1111/1468-2273.00180
Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25. https://doi.org/10.3102/0013189X028007015
Crookes, G. (1993). Action research for SL teachers—going beyond teacher research. Applied Linguistics, 14, 130-144. https://doi.org/10.1093/applin/14.2.130
Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81-92. https://doi.org/10.1177/003172171109200622
Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46-53.
Darling-Hammond, L., & Sykes, G. (1999). Teaching as the learning profession: Handbook of policy and practice. Jossey-Bass.
Darling-Hammond, L., & Sykes, G. (1999). Wanted, a national teacher supply policy for education: The right way to meet the “highly qualified teacher” challenge. Educational Policy Analysis Archives, 11, 33. https://doi.org/10.14507/epaa.v11n33.2003
Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140
Desu, M. M. (2012). Sample size methodology. Elsevier.
Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley & Sons.
Elsen, M., Visser‐Wijnveen, G. J., Van der Rijst, R. M., & Van Driel, J. H. (2009). How to strengthen the connection between research and teaching in undergraduate university education. Higher Education Quarterly, 63(1), 64-85. https://doi.org/10.1111/j.1468-2273.2008.00411.x
Erlam, R. (2008). What do you researchers know about language teaching? Bridging the gap between SLA research and language pedagogy. International Journal of Innovation in Language Learning and Teaching, 2(3), 253-267. https://doi.org/10.1080/17501220802158958
Farrell, T. S. C. (2013). Reflective language teaching: From research to practice. Bloomsbury Publishing.
Fullan, M. (1991). The new meaning of educational change (2nd ed.). Teachers College Press.
Geschwind, L., & Broström, A. (2015). Managing the teaching–research nexus: Ideals and practice in research-oriented universities. Higher Education Research & Development, 34(1), 60-73. https://doi.org/10.1080/07294360.2014.934332
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
Hagevik, R., Aydeniz, M., & Rowell, C. G. (2012). Using action research in middle level teacher education to evaluate and deepen reflective practice. Teaching and Teacher Education, 28(5), 675-684. https://doi.org/10.1016/j.tate.2012.02.006
Hargreaves, A. (1996). Teaching as a research-based profession: Possibilities and prospects. Teacher Training Agency.
Hartwick, J., & Barki, H. (1994). Hypothesis testing and hypothesis generating research: An example from the user participation literature. Information Systems Research, 5(4), 446-449. https://doi.org/10.1287/isre.5.4.446
Hatch, E. (1978). Second language acquisition research. Newbury House.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Heift, T., & Chapelle, C. A. (2013). Language learning through technology. In S. M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 573-588). Routledge.
Humboldt, W. von. (1810). Über die innere and äußere Organisation der höheren wissenschaftlichen Anstalten in Berlin. In H. Weinstock (Ed.), Wilhelm von Humboldt (pp. 95-103). Fischer Bücherei.
Kabir, S. M. S. (2016). Basic guidelines for research. An introductory approach for all disciplines, 4(2), 168-180.
Kim, W. (1990). Object-oriented databases: definition and research directions. IEEE Transactions on knowledge and Data Engineering, 2(3), 327-341. https://doi.org/10.1109/69.60796
Korthagen, F. A., & Kessels, J. P. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17. https://doi.org/10.3102/0013189X028004004
Labaree, D. F. (2003). The peculiar problems of preparing educational researchers. Educational Researcher, 32(4), 13-22. https://doi.org/10.12987/9780300128819-006
Larsen-Freeman, D. (1998). On the scope of second language acquisition research. Language Learning, 48(4), 551-56.
Lambirth, A., Cabral, A., McDonald, R., Philpott, C., Brett, A., & Magaji, A. (2021). Teacher-led professional development through a model of action research, collaboration and facilitation. Professional Development in Education, 47(5), 815-833. https://doi.org/10.1080/19415257.2019.1685565
Le, H. H. (2017). English language university teachers’ difficulties in research engagement: A case study in Vietnam. JEES (Journal of English Educators Society), 2(2), 91-100. https://doi.org/10.21070/jees.v2i2.979
Libarkin, J. C., & Kurdziel, J. P. (2002). Research methodologies in science education: The qualitative-quantitative debate. Journal of Geoscience Education, 50(1), 78-86. https://doi.org/10.1080/10899995.2002.12028053
Manfra, M. M. (2019). Action research and systematic, intentional change in teaching practice. Review of Research in Education, 43(1), 163-196. https://doi.org/10.3102/0091732X18821132
Mohammadi, K. A. (2016). Hypothesis in the Literary Researches. Literary Criticism, 9(34), 7-32. http://lcq.modares.ac.ir/article-29-5794-en.html
Nassaji, H. (2012). The relationship between SLA research and language pedagogy: Teachers’ perspectives. Language Teaching Research, 16(3), 337-365. https://doi.org/10.1177/1362168812436903
Neumann, R. (1992). Perceptions of the teaching-research nexus: A framework for analysis. Higher Education, 23, 159-171. https://doi.org/10.1007/BF00143643
Neumann, R. (1996). Researching the teaching-research nexus: A critical review. Australian Journal of Education, 40(1), 5-18. https://doi.org/10.1177/000494419604000102
Onwuegbuzie, A. J., & Leech, N. L. (2006). Linking research questions to mixed methods data analysis procedures. The Qualitative Report, 11, 474-498.
Pica, T. (2005). Classroom learning, teaching, and research: A task‐based perspective. The Modern Language Journal, 89(3), 339-352. https://doi.org/10.1111/j.1540-4781.2005.00309.x
Pham, L. T., & Hayden, M. (2019). Research in Vietnam: The experience of the humanities and social sciences. Journal of International and Comparative Education, 8(1), 27-40. http://dx.doi.org/10.14425/jice.2019.8.1.27
Plonsey, R., Barr, R. C., & Bioelectricity, A. (2007). Quantitative Approach. Springer.
Richard, J. L., Singer, J. D., Willett, J. B., & Light, R. J. (2009). By design: Planning research on higher education. Harvard University Press.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Tarone, E., Swain, M., & Fathman, A. (1976). Some limitations to the classroom applications of current second language acquisition research. TESOL Quarterly, 19-32. https://doi.org/10.2307/3585936
Tennant, M., McMullen, C., & Kaczynski, D. (2009). Teaching, learning and research in higher education: A critical approach. Routledge.
Le, T. T., & Le, X. M. (2020). English language teaching reforms in Vietnam: EFL teachers’ perceptions of their responses and the influential factors. Innovation in Language Learning and Teaching, 16(1), 29-40. https://doi.org/10.1080/17501229.2020.1846041
Tight, M. (2016). Examining the research/teaching nexus. European Journal of Higher Education, 6(4), 293-311. https://doi.org/10.1080/21568235.2016.1224674
Tran, P. M., & Tanemura, K. (2020). English in Vietnam. World Englishes, 39(3), 528-541. https://doi.org/10.1111/weng.12489
Tri, D. H. (2023). Teachers as change agents in the implementation of English-medium instruction policy in Vietnam. European Journal of Language Policy, 115(1), 127-145. https://muse.jhu.edu/article/886599
Truong, T. D., Hallinger, P., & Sanga, K. (2017). Confucian values and school leadership in Vietnam: Exploring the influence of culture on principal decision making. Educational Management Administration & Leadership, 45(1), 77-100. https://doi.org/10.1177/1741143215607877
Ulla, M. B., Barrera, K. I. B., & Acompanado, M. M. (2017). Philippine classroom teachers as researchers: Teachers’ perceptions, motivations, and challenges. Australian Journal of Teacher Education (Online)ar, 42(11), 52-64. https://search.informit.org/doi/10.3316/informit.245575319218538
van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. State University of New York Press.
Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council.
Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23-49. https://doi.org/10.17763/haer.57.1.j18v7162275t1w3w
Bartram, B. (2019). Using questionnaires. In Practical Research Methods in Education (pp. 1-11). Routledge.
Block, D. (2000). Revisiting the gap between SLA researchers and language teachers. Links & Letters, (7), 129-143. https://raco.cat/index.php/LinksLetters/article/view/22721/22555
Brannen, J. (2005). Mixing methods: The entry of qualitative and quantitative approaches into the research process. International Journal of Social Research Methodology, 8(3), 173-184.
Bryman, A. (2007). The research question in social research: What is its role?. International Journal of Social Research Methodology, 10(1), 5-20. https://doi.org/10.1080/13645570600655282
Burnaford, G. E., Fischer, J., & Hobson, D. (2000). Teachers doing research: The power of action through inquiry (2nd ed.). Routledge.
Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Clements, D. H., & Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443-494. https://doi.org/10.3102/0002831207312908
Coate, K., Barnett, R., & Williams, G. (2001). Relationships between teaching and research in higher education in England. Higher Education Quarterly, 55(2), 158-174. https://doi.org/10.1111/1468-2273.00180
Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25. https://doi.org/10.3102/0013189X028007015
Crookes, G. (1993). Action research for SL teachers—going beyond teacher research. Applied Linguistics, 14, 130-144. https://doi.org/10.1093/applin/14.2.130
Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81-92. https://doi.org/10.1177/003172171109200622
Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46-53.
Darling-Hammond, L., & Sykes, G. (1999). Teaching as the learning profession: Handbook of policy and practice. Jossey-Bass.
Darling-Hammond, L., & Sykes, G. (1999). Wanted, a national teacher supply policy for education: The right way to meet the “highly qualified teacher” challenge. Educational Policy Analysis Archives, 11, 33. https://doi.org/10.14507/epaa.v11n33.2003
Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140
Desu, M. M. (2012). Sample size methodology. Elsevier.
Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley & Sons.
Elsen, M., Visser‐Wijnveen, G. J., Van der Rijst, R. M., & Van Driel, J. H. (2009). How to strengthen the connection between research and teaching in undergraduate university education. Higher Education Quarterly, 63(1), 64-85. https://doi.org/10.1111/j.1468-2273.2008.00411.x
Erlam, R. (2008). What do you researchers know about language teaching? Bridging the gap between SLA research and language pedagogy. International Journal of Innovation in Language Learning and Teaching, 2(3), 253-267. https://doi.org/10.1080/17501220802158958
Farrell, T. S. C. (2013). Reflective language teaching: From research to practice. Bloomsbury Publishing.
Fullan, M. (1991). The new meaning of educational change (2nd ed.). Teachers College Press.
Geschwind, L., & Broström, A. (2015). Managing the teaching–research nexus: Ideals and practice in research-oriented universities. Higher Education Research & Development, 34(1), 60-73. https://doi.org/10.1080/07294360.2014.934332
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
Hagevik, R., Aydeniz, M., & Rowell, C. G. (2012). Using action research in middle level teacher education to evaluate and deepen reflective practice. Teaching and Teacher Education, 28(5), 675-684. https://doi.org/10.1016/j.tate.2012.02.006
Hargreaves, A. (1996). Teaching as a research-based profession: Possibilities and prospects. Teacher Training Agency.
Hartwick, J., & Barki, H. (1994). Hypothesis testing and hypothesis generating research: An example from the user participation literature. Information Systems Research, 5(4), 446-449. https://doi.org/10.1287/isre.5.4.446
Hatch, E. (1978). Second language acquisition research. Newbury House.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Heift, T., & Chapelle, C. A. (2013). Language learning through technology. In S. M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 573-588). Routledge.
Humboldt, W. von. (1810). Über die innere and äußere Organisation der höheren wissenschaftlichen Anstalten in Berlin. In H. Weinstock (Ed.), Wilhelm von Humboldt (pp. 95-103). Fischer Bücherei.
Kabir, S. M. S. (2016). Basic guidelines for research. An introductory approach for all disciplines, 4(2), 168-180.
Kim, W. (1990). Object-oriented databases: definition and research directions. IEEE Transactions on knowledge and Data Engineering, 2(3), 327-341. https://doi.org/10.1109/69.60796
Korthagen, F. A., & Kessels, J. P. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17. https://doi.org/10.3102/0013189X028004004
Labaree, D. F. (2003). The peculiar problems of preparing educational researchers. Educational Researcher, 32(4), 13-22. https://doi.org/10.12987/9780300128819-006
Larsen-Freeman, D. (1998). On the scope of second language acquisition research. Language Learning, 48(4), 551-56.
Lambirth, A., Cabral, A., McDonald, R., Philpott, C., Brett, A., & Magaji, A. (2021). Teacher-led professional development through a model of action research, collaboration and facilitation. Professional Development in Education, 47(5), 815-833. https://doi.org/10.1080/19415257.2019.1685565
Le, H. H. (2017). English language university teachers’ difficulties in research engagement: A case study in Vietnam. JEES (Journal of English Educators Society), 2(2), 91-100. https://doi.org/10.21070/jees.v2i2.979
Libarkin, J. C., & Kurdziel, J. P. (2002). Research methodologies in science education: The qualitative-quantitative debate. Journal of Geoscience Education, 50(1), 78-86. https://doi.org/10.1080/10899995.2002.12028053
Manfra, M. M. (2019). Action research and systematic, intentional change in teaching practice. Review of Research in Education, 43(1), 163-196. https://doi.org/10.3102/0091732X18821132
Mohammadi, K. A. (2016). Hypothesis in the Literary Researches. Literary Criticism, 9(34), 7-32. http://lcq.modares.ac.ir/article-29-5794-en.html
Nassaji, H. (2012). The relationship between SLA research and language pedagogy: Teachers’ perspectives. Language Teaching Research, 16(3), 337-365. https://doi.org/10.1177/1362168812436903
Neumann, R. (1992). Perceptions of the teaching-research nexus: A framework for analysis. Higher Education, 23, 159-171. https://doi.org/10.1007/BF00143643
Neumann, R. (1996). Researching the teaching-research nexus: A critical review. Australian Journal of Education, 40(1), 5-18. https://doi.org/10.1177/000494419604000102
Onwuegbuzie, A. J., & Leech, N. L. (2006). Linking research questions to mixed methods data analysis procedures. The Qualitative Report, 11, 474-498.
Pica, T. (2005). Classroom learning, teaching, and research: A task‐based perspective. The Modern Language Journal, 89(3), 339-352. https://doi.org/10.1111/j.1540-4781.2005.00309.x
Pham, L. T., & Hayden, M. (2019). Research in Vietnam: The experience of the humanities and social sciences. Journal of International and Comparative Education, 8(1), 27-40. http://dx.doi.org/10.14425/jice.2019.8.1.27
Plonsey, R., Barr, R. C., & Bioelectricity, A. (2007). Quantitative Approach. Springer.
Richard, J. L., Singer, J. D., Willett, J. B., & Light, R. J. (2009). By design: Planning research on higher education. Harvard University Press.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Tarone, E., Swain, M., & Fathman, A. (1976). Some limitations to the classroom applications of current second language acquisition research. TESOL Quarterly, 19-32. https://doi.org/10.2307/3585936
Tennant, M., McMullen, C., & Kaczynski, D. (2009). Teaching, learning and research in higher education: A critical approach. Routledge.
Le, T. T., & Le, X. M. (2020). English language teaching reforms in Vietnam: EFL teachers’ perceptions of their responses and the influential factors. Innovation in Language Learning and Teaching, 16(1), 29-40. https://doi.org/10.1080/17501229.2020.1846041
Tight, M. (2016). Examining the research/teaching nexus. European Journal of Higher Education, 6(4), 293-311. https://doi.org/10.1080/21568235.2016.1224674
Tran, P. M., & Tanemura, K. (2020). English in Vietnam. World Englishes, 39(3), 528-541. https://doi.org/10.1111/weng.12489
Tri, D. H. (2023). Teachers as change agents in the implementation of English-medium instruction policy in Vietnam. European Journal of Language Policy, 115(1), 127-145. https://muse.jhu.edu/article/886599
Truong, T. D., Hallinger, P., & Sanga, K. (2017). Confucian values and school leadership in Vietnam: Exploring the influence of culture on principal decision making. Educational Management Administration & Leadership, 45(1), 77-100. https://doi.org/10.1177/1741143215607877
Ulla, M. B., Barrera, K. I. B., & Acompanado, M. M. (2017). Philippine classroom teachers as researchers: Teachers’ perceptions, motivations, and challenges. Australian Journal of Teacher Education (Online)ar, 42(11), 52-64. https://search.informit.org/doi/10.3316/informit.245575319218538
van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. State University of New York Press.
Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council.
Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23-49. https://doi.org/10.17763/haer.57.1.j18v7162275t1w3w