Vietnamese Teachers’ Attitudes Toward English as a Lingua Franca (ELF) and Classroom EFL Teaching Practices
Main Article Content
Abstract
This paper reports high school teachers’ attitudes toward English as a lingua franca (ELF) and their classroom EFL teaching practices in a province in Vietnam. This mixed-methods study involved 109 high school teachers from 11 high schools in answering the questionnaires, and 22 of them were invited for semi-structured interviews. The findings indicated that high school teachers had positive attitudes toward ELF in three attitude components, including cognitive, affective, and behavioral attitudes. Additionally, they integrated activities for the promotion of ELF to their students in relation to eight sub-variables from cultural knowledge, vocabulary, pronunciation, and grammar to four language skills of students. Although facing difficulties in designing activities for ELF promotion, high school teachers still tried their best to introduce the existence of ELF and help their students accessible to the use of ELF in language learning. This study featured some limitations, but it can be of reference for the research context and other similar ones.
Keywords:
Attitude, ELF, high school teacher, mixed methods study, teaching practice.
References
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[28] P. Kaur, Attitudes Toward English as a Lingua Franca, Procedia-Social and Behavioral Sciences, Vol. 118, 2013, pp. 214-221.
[29] A. Soruc, Non-native Teachers’ Attitudes Towards English as a Lingua Franca, H. U. Journal of Education, Vol. 30, No. 1, 2015, pp. 239-251.
[30] P. Y. Ho, English Teachers’ Perceptions of the Advantages and the Ways of Integrating English as a Lingua Franca into English Language Teaching: A Study at Ho Chi Minh University of Technology (HUTECH), Unpublished MA thesis, 2019.
[31] J. Jenkins, English as a Lingua Franca: Interpretations and Attitudes, World Englishes, Vol. 28, No. 2, 2009, pp. 200-207.
[2] D. Graddol, Notes From East Asia: English in the Pearl River Delta, English Today, Vol. 28, No. 1, 2012. pp. 62-64.
[3] J. Jenkins, Accommodating (to) ELF in the International uUniversity, Journal of Pragmatics, Vol. 43, No. 4, 2011, pp. 926-936, https://doi.org/10.1016/j.pragma.2010.05.011.
[4] P. B. Nayar, ESL and EFL Dichotomy: Language Politics or Pragmatics? TESOL Quarterly Vol. 3, No. 1, 1997, pp. 9-37.
[5] T. Q. Tran, An Intercultural Communicative Language Teaching for EFL Learners, Doctoral Dissertation, Nakhon Ratchasima: Suranaree University of Technology, 2015.
[6] M. T. Duong, A Portfolio-based Learner Autonomy Development Model in an EFL Writing Course, Doctoral Dissertation, Nakhon Ratchasima: Suranaree University of Technology, 2015.
[7] T. H. V. Vu, English as a Lingua Franca in the Vietnamese Hotel Industry: Communicative Strategies and Their Implications for Vocational Education, Curtin University, Retrieved from: https://espace.curtin.edu.au/, 2015 (accessed on: July 15th, 2021).
[8] T. Q. Tran, Student Teachers’ Perception of Their Teaching Competency Assessed by a Framework for Assessing Student Teachers’ English Teaching Competency (FASTETC), VNU Journal of Foreign Studies, Vol. 36, No. 3, 2020, pp. 164 -177, https://doi.org/10.25073/2525-2445/vnufs.4563.
[9] T. Q. Tran, A. T. Huynh, Factors Affecting EFL Student-teachers’ Development of English Teaching Competency During Teaching Practicum], Vietnam Journal of Educational Science, Vol. 33, 2020, pp. 24-29 (in Vietnamese).
[10] Government of Vietnam, Decision on Approving Project Teaching and Learning Foreign Language in the National Education System for the 2008-2020 Period], (1400/QD-TTg), Government of Vietnam: Hanoi, Vietnam, 2008 (in Vietnamese).
[11] A. Ö. Atas, An Investigation of the Relationship between Prospective Teachers' Self-efficacy Beliefs and Their Attitudes Towards Teaching Profession, Journal of Education and E-Learning Research, Vol. 5, No. 3, 2018, pp. 157-164.
[12] T. Q. Tran, T. N. P. Tran, Vietnamese EFL High School Students' Use of Self-regulated Language Learning Strategies for Project-based Learning, International Journal of Instruction, Vol. 14, No. 1, 2021, pp. 459-474, https://doi.org/10.29333/iji.2021.14127a.
[13] T. Q. Tran, T. M. Duong, N. T. T. Huynh, Attitudes Toward the use of TELL Tools in English Language Learning Among Vietnamese Tertiary English Majors, VNU Journal of Social Sciences and Humanities, Vol. 5, No. 5, 2019,
pp. 581-594, http://dx.doi.org/10.1172/vjossh.v5i5.498.
[14] M. N. Karimi, N. Fallah, Academic Burnout, Shame, Intrinsic Motivation and Teacher Affective Support Among Iranian EFL Learners: A Structural Equation Modeling Approach, Current Psychology, Vol. 40, No. 4, 2021,
pp. 2026-2037.
[15] A. Monfared, M. Khatib, English or Englishes?: Outer and Expanding Circle Teachers' Awareness of and Attitudes Towards Their Own Variants of English in ESL/EFL Teaching Contexts, Australian Journal of Teacher Education (Online), Vol. 43, No. 2, 2018, pp. 56-75.
[16] C. Ricohermoso, B. Abequibel, E. Alieto, Attitude Towards English and Filipino as Correlates of Cognition Toward Mother Tongue: An Analysis Among Would-be Language Teachers, Asian EFL Journal, Vol. 26, No. 6.1, 2019, pp. 5-22.
[17] E. Atalmis, K. Ö. S. E. Akif, Turkish Prospective Teachers’ Attitudes Towards the Teaching Profession: A Meta-analysis Study, Journal of Measurement and Evaluation in Education and Psychology, Vol. 9, No. 4, 2018, pp. 393-413.
[18] P. L. H. Ngo, An Investigation Into Vietnamese Teachers’ and Students’ Perception of English as a Lingua Franca, Doctoral Dissertation, UK: University of Southampton, 2015.
[19] S. Borg, Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe, and do, Language Teaching, Vol. 36, No. 2, 2003, pp. 81-109.
[20] T. S. C., Farrell, K. Bennis, Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study, International Journal of Educational Research, Vol. 44, No. 2, 2013, pp. 163-176.
[21] J. Jenkins, A. Cogo, M. Dewey, Review of Developments in Research Into English as a Lingua Franca, Language Teaching, Vol. 44, No. 3, 2011, pp. 281-315.
[22] U. Smit, English as a Lingua Franca in Higher Education a Longitudinal Study of Classroom Discourse, Berlin; New York: De Gruyter Mouton, 2010.
[23] A. Matsuda, P. Friedrich, English as an International Language: A Curriculum Blueprint, World Englishes, Vol. 30, No. 3, 2011, pp. 332-344.
[24] G. M. Nalliveettil, O. H. A. Ali, A Study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction, International Journal of Higher Education, Vol. 2, No. 3, 2013, pp. 86-92.
[25] T. Pica, Second Language Learning through Interaction: Multiple Perspectives, Working Papers in Educational Linguistics, Vol. 12, No. 1, 1996, pp. 1-22.
[26] S. B. A. Hasnawi, English as a Lingua Franca (ELF) in Relation to Teacher Cognition in International Universities, In N. Tsantila, J. Mandalios, M. Ilkos (Eds.), ELF: Pedagogical and Interdisciplinary Perspectives, Athens: Deree-The American College of Greece, 2016, pp. 300-307.
[27] B. Simonsen, S. Fairbanks, A. Briesch, D. Myers, G. Sugai, Evidence-based Practices in Classroom Management: Considerations for Research to Practice, Education and Treatment of Children, Vol. 31, No. 3, 2008, pp. 351-380.
[28] P. Kaur, Attitudes Toward English as a Lingua Franca, Procedia-Social and Behavioral Sciences, Vol. 118, 2013, pp. 214-221.
[29] A. Soruc, Non-native Teachers’ Attitudes Towards English as a Lingua Franca, H. U. Journal of Education, Vol. 30, No. 1, 2015, pp. 239-251.
[30] P. Y. Ho, English Teachers’ Perceptions of the Advantages and the Ways of Integrating English as a Lingua Franca into English Language Teaching: A Study at Ho Chi Minh University of Technology (HUTECH), Unpublished MA thesis, 2019.
[31] J. Jenkins, English as a Lingua Franca: Interpretations and Attitudes, World Englishes, Vol. 28, No. 2, 2009, pp. 200-207.
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