CÁC CHIẾN LƯỢC GIẢNG DẠY ƯA THÍCH CỦA GIẢNG VIÊN TIẾNG ANH ĐỂ DẠY CÁC KỸ NĂNG TIẾP THU LĨNH HỘI TRONG MÔI TRƯỜNG TRỰC TUYẾN VÀ TRỰC TIẾP
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu này điều tra các chiến lược giảng dạy được ưa chuộng bởi giảng viên dạy tiếng Anh người Việt Nam trong cả hai môi trường giảng dạy trực tuyến và trực tiếp, với trọng tâm là giảng dạy kỹ năng tiếp thu lĩnh hội. Dựa trên quan điểm của Walker (2008) về việc giảng dạy hiệu quả thông qua sử dụng sáng tạo các chiến lược giảng dạy và công nghệ, nghiên cứu này đã tiến hành khảo sát 38 giảng viên về mức độ yêu thích của họ đối với các chiến lược giảng dạy. Kết quả khảo sát đã chỉ ra một số chiến lược được yêu thích như nhau và một số chiến lược không được yêu thích trong hai môi trường giảng dạy. Bên cạnh đó, có những chiến lược được yêu thích trong môi trường giảng dạy trực tiếp hơn là trực tuyến và ngược lại. Kết quả phỏng vấn cũng đã xác định được một số lý do cơ bản cho việc yêu thích các chiến lược giảng dạy của giảng viên và một số gợi ý của họ về việc lựa chọn chiến lược phù hợp trong giảng dạy kỹ năng tiếp thu lĩnh hội. Những kết quả này nhấn mạnh sự ưa thích của các giảng viên tiếng Anh trong việc lựa chọn các chiến lược giảng dạy cho các ngữ cảnh khác nhau, đồng thời cung cấp cái nhìn bao quát về việc lựa chọn các chiến lược phù hợp trong giảng dạy tiếng Anh ở một số bối cảnh tại Việt Nam.
Chi tiết bài viết
Từ khóa
Chiến lược giảng dạy, sự yêu thích, kỹ năng tiếp thu lĩnh hội, môi trường giảng dạy
Tài liệu tham khảo
Adawiah, R., & Manurung, K. (2021). The analysis of teaching strategies in reading comprehension. E-Journal of ELTS (English Language Teaching Society), 9(2), 183-194. https://doi.org/10.22487/elts.v9i2.1875
Afifi, M. K., & Alamri, S. S. (2014). Effective principles in designing e-course in light of learning theories. Turkish Online Journal of Distance Education, 15(1), 128-142. https://doi.org/10.17718/tojde.43806
Ahmadi, M. R., & Gilakjani, A. P. (2012). Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension. Theory & Practice in Language Studies, 2(10), 2053-2060. https://doi.org/10.4304/tpls.2.10.2053-2060
Akdemir, O., & Koszalka, T. A. (2008). Investigating the relationships among instructional strategies and learning styles in online environments. Computers & Education, 50(4), 1451-1461. https://doi.org/10.1016/j.compedu.2007.01.004
Akdeniz, C. (2016). Instructional process and concepts in theory and practice: Improving the Teaching Process. Springer. https://doi.org/10.1007/978-981-10-2519-8
Al-Jawi, F. D. (2010). Teaching the receptive skills. Listening and Reading Skills. Mecca: UMM Al Qura University Press.
Alakrash, H. M., & Razak, N. A. (2022). Education and the Fourth Industrial Revolution: Lessons from COVID-19. Computers, Materials & Continua, 70(1), 951-962. https://doi.org/10.32604/cmc.2022.014288
Ariely, D., & Norton, M. I. (2008). How actions create–not just reveal–preferences. Trends in cognitive sciences, 12(1), 13-16. https://doi.org/10.1016/j.tics.2007.10.008
Ariski, S., Rositasari, T., & Saraswaty, D. R. (2021). The Influence of Think-Pair-Share Technique (Tps) to Teach Reading Comprehension to the Tenth Grade Students. English Community Journal, 5(1), 27-36. https://doi.org/10.32502/ecj.v5i1.3308
Arsaf, A. S. (2020). Teaching English in Industrial Revolution 4.0: Challenges and Opportunities. Bachelor, UIN Ar-raniry.
Betsch, T. (2011). The stability of preferences–a social-cognition view. Frontiers in Psychology, 2, 290-1-3. https://doi.org/10.3389/fpsyg.2011.00290
Black, G. (2002). A comparison of traditional, online, and hybrid methods of course delivery. Journal of Business Administration Online, 1(1), 1-9. https://www.atu.edu/business/jbao/spring2002/black.pdf
Celce-Murcia, M. (2001). Teaching English as a second or foreign language (3rd Edition ed.). Heinle & Heinle Publisher, Boston.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge
Colombo, M. (2011). Teaching English language learners: 43 strategies for successful K-8 classrooms. Sage.
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson.
Demuynck, T., & Hjertstrand, P. (2019). Samuelson’s approach to revealed preference theory: Some recent advances. Springer.
Duong, M., & Pham, T. T. T. (2023). The Application of Digital Storytelling in Teaching English Listening Skills to Young Learners: Teachers’ Perceptions of Benefits and Constraints. VNU Journal of Foreign Studies, 39(2), 164-174. https://doi.org/https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5060
Dyer, J. S., & Jia, J. (2013). Preference theory. Encyclopedia of Operations Research and Management Science. Springer, Boston.
Education, A., & Hoskins, M. (2002). Instructional strategies. Alberta, Canada.
Elayyan, S. (2021). The future of education according to the fourth industrial revolution. Journal of Educational Technology and Online Learning, 4(1), 23-30. https://doi.org/10.31681/jetol.737193
George, S. V., Richardson, P. W., & Watt, H. M. (2018). Early career teachers’ self-efficacy: A longitudinal study from Australia. Australian Journal of Education, 62(2), 217-233. https://doi.org/10.1177/0004944118779601
Hirumi, A. (2013). Three Levels of Planned Elearning Interactions A Framework for Grounding Research and the Design of eLearning Programs. Quarterly Review of Distance Education, 14(1), 1-16. https://pressbooks.online.ucf.edu/app/uploads/sites/153/2020/08/QRDE_2013_eLrnFrameUpdate_Hirumi.pdf
Ho, D. P. K., & Phan, T. N. T. (2024). Student Persistence in Online Learning: A Literature Review. VNU Journal of Foreign Studies, 40(1), 76-102. https://doi.org/10.63023/2525-2445/jfs.ulis.5211
Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51-55. https://www.researchgate.net/publication/238767486_Asynchronous_and_synchronous_e-learning
Hsieh, P.-H. (2010). Globally-perceived experiences of online instructors: A preliminary exploration. Computers & Education, 54(1), 27-36. https://doi.org/10.1016/j.compedu.2009.07.007
Ismail, N. S. C., & Aziz, A. A. (2020). The teaching of listening strategies in ESL classrooms. International Journal of Academic Research in Business and Social Sciences, 10(6), 197-209. https://doi.org/10.6007/IJARBSS/v10-i6/7279
Kuama, S. (2016). Is Online Learning Suitable for All English Language Students? PASAA: Journal of Language Teaching and Learning in Thailand, 52, 53-82. https://doi.org/10.58837/CHULA.PASAA.52.1.3
Latupono, F., & Nikijuluw, R. (2022). The Importance of Teaching Listening Strategies in English Language Context. MATAI: International Journal of Language Education, 3(1), 1-12. https://doi.org/10.30598/matail.v2i2.5935
Li, W., & Renandya, W. A. (2012). Effective approaches to teaching listening: Chinese EFL teachers’ perspectives. The Journal of Asia TEFL, 9(4), 79-111.
Luyt, I. (2013). Bridging spaces: Cross-cultural perspectives on promoting positive online learning experiences. Journal of Educational Technology Systems, 42(1), 3-20. https://doi.org/10.2190/ET.42.1.b
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The internet and higher education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001
Nemtchinova, E. (2013). Teaching Listening. TESOL International Association.
Nguyen, L. D. (2023). Non-English Majors’ Perceptions of English Proficiency Standards and CEFR-V in Tertiary Education in Vietnam. Vietnam Journal of Education, 7(2), 136-145.
https://doi.org/10.52296/vje.2023.281
Nguyen, T. L. P. (2022). Teachers’ strategies in teaching reading comprehension. International Journal of Language Instruction, 1(1), 19-28. https://doi.org/10.54855/ijli.22113
Nunan, D. (2001). New ways in teaching listening. The Journal of Tesol France, 8, 51-66. https://www.tesol-france.org/uploaded_files/files/TESOL%20Vol%208%202001%20C6.pdf
Nurdianingsih, F. (2021). Teachers’ Strategies in Teaching Reading Comprehension. PROJECT (Professional Journal of English Education), 4(2), 285-289. https://doi.org/10.22460/project.v4i2.p285-289
Ogu, M. I. (2013). Rational choice theory: Assumptions, strengths and greatest weaknesses in application outside the western milieu context. Arabian Journal of Business and Management Review (Nigerian Chapter), 1(3), 90-99. https://doi.org/10.12816/0003628
Prime Minister of SRV. (2008). Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020. Issued under Decision No. 1400/QĐ-TTg signed by the Prime Minister of the Government of the Socialist Republic of Vietnam
Prime Minister of SRV. (2017). Teaching and Learning Foreign Languages in the National Education System, Period 2017-2025. Issued under Decision No. 2080/QĐ-TTg signed by the Prime Minister of the Government of the Socialist Republic of Vietnam
Redmond, P. (2011). From face-to-face teaching to online teaching: Pedagogical transitions. In Proceedings ASCILITE 2011: 28th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 1050-1060).
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (Second ed.). Cambridge University Press.
Sullivan, C. (2016). Student preferences and expectations in an English classroom. Language Culture, 52, 35-47. https://hermes-ir.lib.hit-u.ac.jp/hermes/ir/re/27708/gengo0052000350.pdf
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of educational research, 76(1), 93-135. https://doi.org/10.3102/00346543076001093
Tarigan, A. M., & Pohan, I. (2022). Listening teaching strategies in online learning. English Education: Journal of English Teaching and Research, 7(1), 96-107. https://doi.org/10.29407/jetar.v7i1.17803
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Ugwu, E. O. (2019). Effect of Student Teams Achievement Division and Think-Pair-Share on Students' Achievement in Reading Comprehension. African Journal of Teacher Education, 8, 218-237. https://doi.org/10.21083/ajote.v8i0.5209
Vietnam MOET. (2014). Six-level framework for foreign language proficiency in Vietnam. Issued under Circular No. 01/TT-BGDĐT by the Vietnam’s Minister of the Ministry of Education and Training
Vietnam MOET. (2021a). Regulations on Management and Organization of Online Teaching in General Education and Continuing Education Institutions. Issued under Circular No. 09/2021/TT-BGDĐT by the Vietnam’s Minister of the Ministry of Education and Training.
Vietnam MOET. (2021b). Regulations on University Level Training. Issued under Circular No. 08/2021/TT-BGDĐT by the Vietnam’s Minister of the Ministry of Education and Training.
Walker, R. J. (2008). Twelve characteristics of an effective teacher: A longitudinal, qualitative, quasi-research study of in-service and pre-service teachers' opinions. Educational Horizons, 87(1), 61-68. https://eric.ed.gov/?id=EJ815372
Wibowo, Y. E. W., Syafrizal, S., & Syafryadin, S. (2020). An analysis of English teachers' strategies in teaching reading comprehension. Journal of Applied Linguistics and Literacy, 4(1), 20-27. https://core.ac.uk/download/pdf/304931242.pdf
Wuensch, K., Aziz, S., Ozan, E., Kishore, M. & Tabrizi, M.H.N. (2008). Pedagogical Characteristics of Online and Face-to-Face Classes. International Journal on E-Learning, 7(3), 523-532. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/24201/
Afifi, M. K., & Alamri, S. S. (2014). Effective principles in designing e-course in light of learning theories. Turkish Online Journal of Distance Education, 15(1), 128-142. https://doi.org/10.17718/tojde.43806
Ahmadi, M. R., & Gilakjani, A. P. (2012). Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension. Theory & Practice in Language Studies, 2(10), 2053-2060. https://doi.org/10.4304/tpls.2.10.2053-2060
Akdemir, O., & Koszalka, T. A. (2008). Investigating the relationships among instructional strategies and learning styles in online environments. Computers & Education, 50(4), 1451-1461. https://doi.org/10.1016/j.compedu.2007.01.004
Akdeniz, C. (2016). Instructional process and concepts in theory and practice: Improving the Teaching Process. Springer. https://doi.org/10.1007/978-981-10-2519-8
Al-Jawi, F. D. (2010). Teaching the receptive skills. Listening and Reading Skills. Mecca: UMM Al Qura University Press.
Alakrash, H. M., & Razak, N. A. (2022). Education and the Fourth Industrial Revolution: Lessons from COVID-19. Computers, Materials & Continua, 70(1), 951-962. https://doi.org/10.32604/cmc.2022.014288
Ariely, D., & Norton, M. I. (2008). How actions create–not just reveal–preferences. Trends in cognitive sciences, 12(1), 13-16. https://doi.org/10.1016/j.tics.2007.10.008
Ariski, S., Rositasari, T., & Saraswaty, D. R. (2021). The Influence of Think-Pair-Share Technique (Tps) to Teach Reading Comprehension to the Tenth Grade Students. English Community Journal, 5(1), 27-36. https://doi.org/10.32502/ecj.v5i1.3308
Arsaf, A. S. (2020). Teaching English in Industrial Revolution 4.0: Challenges and Opportunities. Bachelor, UIN Ar-raniry.
Betsch, T. (2011). The stability of preferences–a social-cognition view. Frontiers in Psychology, 2, 290-1-3. https://doi.org/10.3389/fpsyg.2011.00290
Black, G. (2002). A comparison of traditional, online, and hybrid methods of course delivery. Journal of Business Administration Online, 1(1), 1-9. https://www.atu.edu/business/jbao/spring2002/black.pdf
Celce-Murcia, M. (2001). Teaching English as a second or foreign language (3rd Edition ed.). Heinle & Heinle Publisher, Boston.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge
Colombo, M. (2011). Teaching English language learners: 43 strategies for successful K-8 classrooms. Sage.
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson.
Demuynck, T., & Hjertstrand, P. (2019). Samuelson’s approach to revealed preference theory: Some recent advances. Springer.
Duong, M., & Pham, T. T. T. (2023). The Application of Digital Storytelling in Teaching English Listening Skills to Young Learners: Teachers’ Perceptions of Benefits and Constraints. VNU Journal of Foreign Studies, 39(2), 164-174. https://doi.org/https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5060
Dyer, J. S., & Jia, J. (2013). Preference theory. Encyclopedia of Operations Research and Management Science. Springer, Boston.
Education, A., & Hoskins, M. (2002). Instructional strategies. Alberta, Canada.
Elayyan, S. (2021). The future of education according to the fourth industrial revolution. Journal of Educational Technology and Online Learning, 4(1), 23-30. https://doi.org/10.31681/jetol.737193
George, S. V., Richardson, P. W., & Watt, H. M. (2018). Early career teachers’ self-efficacy: A longitudinal study from Australia. Australian Journal of Education, 62(2), 217-233. https://doi.org/10.1177/0004944118779601
Hirumi, A. (2013). Three Levels of Planned Elearning Interactions A Framework for Grounding Research and the Design of eLearning Programs. Quarterly Review of Distance Education, 14(1), 1-16. https://pressbooks.online.ucf.edu/app/uploads/sites/153/2020/08/QRDE_2013_eLrnFrameUpdate_Hirumi.pdf
Ho, D. P. K., & Phan, T. N. T. (2024). Student Persistence in Online Learning: A Literature Review. VNU Journal of Foreign Studies, 40(1), 76-102. https://doi.org/10.63023/2525-2445/jfs.ulis.5211
Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51-55. https://www.researchgate.net/publication/238767486_Asynchronous_and_synchronous_e-learning
Hsieh, P.-H. (2010). Globally-perceived experiences of online instructors: A preliminary exploration. Computers & Education, 54(1), 27-36. https://doi.org/10.1016/j.compedu.2009.07.007
Ismail, N. S. C., & Aziz, A. A. (2020). The teaching of listening strategies in ESL classrooms. International Journal of Academic Research in Business and Social Sciences, 10(6), 197-209. https://doi.org/10.6007/IJARBSS/v10-i6/7279
Kuama, S. (2016). Is Online Learning Suitable for All English Language Students? PASAA: Journal of Language Teaching and Learning in Thailand, 52, 53-82. https://doi.org/10.58837/CHULA.PASAA.52.1.3
Latupono, F., & Nikijuluw, R. (2022). The Importance of Teaching Listening Strategies in English Language Context. MATAI: International Journal of Language Education, 3(1), 1-12. https://doi.org/10.30598/matail.v2i2.5935
Li, W., & Renandya, W. A. (2012). Effective approaches to teaching listening: Chinese EFL teachers’ perspectives. The Journal of Asia TEFL, 9(4), 79-111.
Luyt, I. (2013). Bridging spaces: Cross-cultural perspectives on promoting positive online learning experiences. Journal of Educational Technology Systems, 42(1), 3-20. https://doi.org/10.2190/ET.42.1.b
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The internet and higher education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001
Nemtchinova, E. (2013). Teaching Listening. TESOL International Association.
Nguyen, L. D. (2023). Non-English Majors’ Perceptions of English Proficiency Standards and CEFR-V in Tertiary Education in Vietnam. Vietnam Journal of Education, 7(2), 136-145.
https://doi.org/10.52296/vje.2023.281
Nguyen, T. L. P. (2022). Teachers’ strategies in teaching reading comprehension. International Journal of Language Instruction, 1(1), 19-28. https://doi.org/10.54855/ijli.22113
Nunan, D. (2001). New ways in teaching listening. The Journal of Tesol France, 8, 51-66. https://www.tesol-france.org/uploaded_files/files/TESOL%20Vol%208%202001%20C6.pdf
Nurdianingsih, F. (2021). Teachers’ Strategies in Teaching Reading Comprehension. PROJECT (Professional Journal of English Education), 4(2), 285-289. https://doi.org/10.22460/project.v4i2.p285-289
Ogu, M. I. (2013). Rational choice theory: Assumptions, strengths and greatest weaknesses in application outside the western milieu context. Arabian Journal of Business and Management Review (Nigerian Chapter), 1(3), 90-99. https://doi.org/10.12816/0003628
Prime Minister of SRV. (2008). Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020. Issued under Decision No. 1400/QĐ-TTg signed by the Prime Minister of the Government of the Socialist Republic of Vietnam
Prime Minister of SRV. (2017). Teaching and Learning Foreign Languages in the National Education System, Period 2017-2025. Issued under Decision No. 2080/QĐ-TTg signed by the Prime Minister of the Government of the Socialist Republic of Vietnam
Redmond, P. (2011). From face-to-face teaching to online teaching: Pedagogical transitions. In Proceedings ASCILITE 2011: 28th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 1050-1060).
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (Second ed.). Cambridge University Press.
Sullivan, C. (2016). Student preferences and expectations in an English classroom. Language Culture, 52, 35-47. https://hermes-ir.lib.hit-u.ac.jp/hermes/ir/re/27708/gengo0052000350.pdf
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of educational research, 76(1), 93-135. https://doi.org/10.3102/00346543076001093
Tarigan, A. M., & Pohan, I. (2022). Listening teaching strategies in online learning. English Education: Journal of English Teaching and Research, 7(1), 96-107. https://doi.org/10.29407/jetar.v7i1.17803
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Ugwu, E. O. (2019). Effect of Student Teams Achievement Division and Think-Pair-Share on Students' Achievement in Reading Comprehension. African Journal of Teacher Education, 8, 218-237. https://doi.org/10.21083/ajote.v8i0.5209
Vietnam MOET. (2014). Six-level framework for foreign language proficiency in Vietnam. Issued under Circular No. 01/TT-BGDĐT by the Vietnam’s Minister of the Ministry of Education and Training
Vietnam MOET. (2021a). Regulations on Management and Organization of Online Teaching in General Education and Continuing Education Institutions. Issued under Circular No. 09/2021/TT-BGDĐT by the Vietnam’s Minister of the Ministry of Education and Training.
Vietnam MOET. (2021b). Regulations on University Level Training. Issued under Circular No. 08/2021/TT-BGDĐT by the Vietnam’s Minister of the Ministry of Education and Training.
Walker, R. J. (2008). Twelve characteristics of an effective teacher: A longitudinal, qualitative, quasi-research study of in-service and pre-service teachers' opinions. Educational Horizons, 87(1), 61-68. https://eric.ed.gov/?id=EJ815372
Wibowo, Y. E. W., Syafrizal, S., & Syafryadin, S. (2020). An analysis of English teachers' strategies in teaching reading comprehension. Journal of Applied Linguistics and Literacy, 4(1), 20-27. https://core.ac.uk/download/pdf/304931242.pdf
Wuensch, K., Aziz, S., Ozan, E., Kishore, M. & Tabrizi, M.H.N. (2008). Pedagogical Characteristics of Online and Face-to-Face Classes. International Journal on E-Learning, 7(3), 523-532. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/24201/