INVESTIGATING EFL TEACHERS’ PERCEPTIONS OF IMPLEMENTING ACTIVE LEARNING TECHNIQUES IN TEACHING SPEAKING

Le Hoang Minh, Nguyen Thuy Thuy Duong

Abstract


Active learning (AL) is widely implemented in Asia including Vietnam. However, to date, research on this method seems to be scarce, particularly in the context of Vietnam. This study aims to investigate teachers' perceptions of AL and its principles in teaching English speaking. In addition, the study also explores teachers’ attitudes about AL implementation and their concerns about applying this method to their teaching context. Ten teachers of English teaching at a university in the Mekong Delta, South of Vietnam participated in the study. A semi-structured interview activity was employed to collect data. The results showed that the teachers generally had a high level of understanding of AL teaching principles and showed positive attitudes toward the implementation of it. The results also revealed teachers’ concerns about implementing AL. In particular, three problems of large class size, students’ mixed language proficiency and time limitation were addressed. Accordingly, possible suggestions for a better implementation of AL in teaching English speaking in Vietnam and similar contexts elsewhere will be provided.

 

Article visualizations:

Hit counter


Keywords


active learning, teachers’ perceptions, implementation, speaking

Full Text:

PDF

References


Agbatogun, A. (2014). Developing learners’ second language communicative competence through active learning: Clickers or communicative approach? Educational Technology & Society, 17(2), 257-269.

Alemu B, M. (2010). Active Learning Approaches in Mathematics Education at Universities in Oromia, Ethiopia (Doctoral dissertation).

Arifin, W., L. (2017). Psychological Problems and Challenge in EFL Speaking Classroom. Language & Language Teaching Journals, 10(1), 29-47.

Astin, A. (1993). What Matters in College? Four Critical Years Revisited. Josey-Bass.

Ayele, D. (2014). Teachers’ job satisfaction and commitment in general secondary schools of Hadiya Zone, in southern nation nationality and people of the regional state (Doctoral dissertation, Jimma University, Institute of Education and Professional Development Studies).

Alandeom, O., & Sadler, T. (2008). Interactive patterns and conceptual convergence during student collaborations in science. Journal of Research in Science Teaching, 26, 634–658, http://dx.doi.org/10.1002/tea.20211.

Bachman, L. & Bachman, C. (2011). A study of classroom response system clickers: Increasing students’ engagement and performance in a large undergraduate lecture class on architectural research. Journal of Interactive Learning Research, 22(1), 5-21.

Bailey, K. M. (2006). Issues in teaching speaking skills to adult ESOL learners. Review of Adult Learning and Literacy, 6, 113-164.

Baines, E., Blatchford, P., & Kutnick, P. (2003). Changes in grouping practices in primary and secondary school. International Journal of Educational Research, 39, 9–34.

Bataineh, M. Z. (2015). Think-pair-share, co op-co op and traditional learning strategies on undergraduate academic performance. Journal of Educational and Social Research, 5(1), 217-217.

Bennett, N., & Dunne, E. (1992). Managing classroom groups. Simon & Schuster Education.

Bethel, B. (2011). Practice and Perception of Bulbula School Community Towards the Implementation of Active Learning in Teaching English. (Bulbula Secondary School in Focus). Addis Ababa: Addis Ababa University. (M.A Thesis).

Black, P., Harrison, C., & Lee, C. (2003). Assessment for learning: Putting it into practice. McGraw-Hill Education (UK).

Bloom, B. (1956). Taxonomy of educational objectives. Book 1: Cognitive domain. Longman.

Bonwell, C. (2000). Active learning: Creating excitement in the classroom. Active learning workshops. Retrieved June, 11, 2011.

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHEERIC Higher Education Report, 1, 4-9.

Borich, G. D. 2004. Effective teaching methods. Pearson Prentice Hall.

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.

Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and wellbeing researchers?.

Brewer, B. (1999). Perception and Reason. Oxford University Press.

Brown, H., Alexander, R., & Mladenova, O. M. (2000). Intensive Bulgarian: A textbook and reference grammar. Univ of Wisconsin Press.

Burns, C. & Myhill, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole class instruction. Cambridge Journal of Education, 34(1), 35-49.

Burns, A., & Joyce, H. (1997). Focus on Speaking. National Centre for English Language Teaching and Research, Macquarie University, Sydney, New South Wales, Australia 2109.

Bygate, M. (1987). Speaking. Oxford University Press.

Carpenter, D. M. II, Crawford, L., & Walen, R. (2007). Testing the efficacy of team teaching. Learning Environments Research, 10, 53-65.

Cavanagh, M. (2011). Students’ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12(1), 23-33.

Chastain, K. (1988). Developing Second Language Skills: Theory and Practice (3rd ed.). Harcourt Brace Jovanovich.

Cornbleet, S., & Carter, R. (2001). The language of speech and writing. Routledge.

Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: Routledge/Falmer.

Cojocariu, V. M. (2010). (Inter) active learning: value and applicability. Gas University of Ploiesti, LXII(18), p. 144-161.

Cross, P. (1987). Teaching for learning. AAHE Bulletin, 39(8), p. 3-7.

Daouk, Z., Bahous, R., & Bacha, N. N. (2016). Perceptions on the effectiveness of active learning strategies. Journal of Applied Research in Higher Education.

Debele, E. T., & Kelbisa, E. M. (2017). The role of active learning methods for classroom participation: the case of first-year students of sociology in Samara University. IOSR Journal of Humanities and Social Science, 22(7), 11-18.

Diamond, R. M. (2008). Designing and assessing courses and curricula: A practical guide (3rd ed.). Jossey-Bass.

Dole, J. A., Hacker, D. J., & Nokes, J. D. (2007). Teaching high school students to use Heuristic while reading Historical texts. Journal of Educational Psychology, 99(3), 492-504.

Eguchi, M. & Eguchi, K. (2006). The limited effect of PBL on EFL learners: A case study of English magazine projects. Asian EFL Journal, 8(3), p. 207-225.

Elliott, et al. (2000). Educational Psychology: Effective Teaching, Effective Learning, Third Edition. The McGraw-Hill Companies.

Eyob, A. (2014). A study on the implementation of active learning: Exploring its practices, challenges and opportunities in teaching English lessons. Hawassa University, Ethiopia.

Ford, M. (2010). Critique in academic disciplines and active learning of academic content. Cambridge Journal of Education, 40(3), p. 265-280.

Forgus, R. H., & Melamed, L. E. (1976). Perception: A cognitive-stage approach. McGraw-Hill Companies.

Garman, N. B. & Piantanida, M. (1996). Introduction to Active Learning. A Module for Educators.

Gillies, R. M., & Boyle, M. (2010). Teachers’ reflection on cooperative learning: Issues of implementing. Teaching and Teacher Education, 26, p. 933-940.

Girma, A. (2013). Teachers’ and students’ perceptions and practices of active learning in communicative English class. Hawassa University, Hawassa.

Good, T. L., & Brophy, J. E. (1990). Educational psychology: A realistic approach (4th ed.). White Plains, NY Longman Publishing Company.

Granström, K. (2006). Group phenomena and classroom management in Sweden. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. (pp. 1141–1160) Mahwah: Lawrence Erlbaum Associates, Publisher.

Guayasamín, N., D., P., M. (2008). Active techniques to improve the speaking in the learning process of the English language for students attending the sixth course at Padre Miguel Gamboa high school in Orellana province during the period 2007- 2008 Army Polytechnic school.

Hake, R. (1998). Interactive-Engagement vs. Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses. American Journal of Physics, 66(1), p. 64.

Hammar Chiriac, E. (2010). Group work is not one, but a great many processes – Understanding group work dynamics. In C. W. Danellis (Ed.), Group theory: Classes, representation and connections, and applications (in press). NY: Nova Science Publishers, Inc.

Harasim, L., Starr, R. H., Teles, L. & Turnoff, M. (1997). Learning Networks: A Field Guide to Leaching and Learning Online. Massachusetts Institute of Technology.

Hartley, J., & Davies, I. (1978). Note Taking: A Critical Review. Programmed Learning and Educational Technology, 15, p. 207-224.

Hasan, H., Kahar, A., Hermansyah, S., & Usman, U. (2021). The Improving Speaking Skills through Active Learning Strategy. MAJESTY JOURNAL, 3(1), 15-21.

Hermann, K. (2013). The impact of cooperative learning on student engagement: results from an intervention. Active Learning in Higher Education, 14 (3), p. 175-187.

Hood, S., Barrickman, N., Djerdjian, N., Farr, M., Magner, S., Roychowdhury, H., & Hull, K. (2021). I Like and Prefer to Work Alone: Social Anxiety, Academic Self-Efficacy, and Students’ Perceptions of Active Learning. CBE—Life Sciences Education, 20(1), ar12.

Howarth, P. (2001). Process speaking 1. Preparing to repeat yourself. Modern English Teacher, 10(1), 39-44.

Hung, H. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.

Itkonen, T. (2010). Spoken Language Proficiency Assessment: Assessing speaking, or evaluating acting?

Janudom, R., & Wasanasomsithi, P. (2009). Drama and questioning techniques: Powerful tools for the enhancement of students’ speaking abilities and positive attitudes towards EFL learning. ESP World, 8(5), 23-28.

Johnson, D., & Johnson, F. (2003). Joining together: Group theory and group skills. Allyn and Bacon.

Jones, L. (2007). The Student-Centered Classroom. Cambridge University.

Kaddoura, M. (2013). Think pair share: A teaching learning strategy to enhance students' critical thinking. Educational Research Quarterly, 36(4), 3-24.

Kenta, A. E. (2017). An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies. American Journal of Art and Design, 2(2), 42-51.

Kirkpatrick, R., & Ghaemi, H. (2011). Beyond the communicative approach in language teaching. Modern Journal of Language Teaching Methods, 1(3), 143-139.

Komarraju, M., and Karau, S. J. (2008). Relationships between the perceived value of instructional techniques and academic motivation. Journal of Instructional Psychology, 35, 70-82.

Krahnke, K. (2004). Teaching English as a foreign language. Cambridge University Press.

Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage.

Le, T. M., (2011). An investigation into factors that hinder the participation of university students in English-speaking lessons. University of Languages and International Studies: Vietnam.

Leong, L. M. & Ahmadi, S. M. (2016). An Analysis of Factors Influencing Learners’ English Speaking Skill. International Journal of Research in English Education, 34-41.

Lima, V. V. (2016). Constructivist spiral: an active learning methodology. Interface-Comunicação, Saúde, Educação, 21, 421-434.

Lindsay, P. H. & Norman, D. A. (1977). Human Information Processing, Second Edition. Academic Press.

Linsenmeyer, M. (2021). Brief activities: questioning, brainstorming, think-pair-share, jigsaw, and clinical case discussions. In How-to guide for active learning (pp. 39-66). Springer, Cham.

Lumpkin, A. L., Achen, R. M., & Dodd, R. K. (2015). Student perceptions of active learning. College Student Journal, 49(1), 121-133.

Luoma, S. (2004). Assessing speaking. Ernst Klett Sprachen.

Lumpe, A. T., & Haney, J. J. (1998). Science teachers’ beliefs and intentions regarding the use of cooperative learning. School Science and Mathematics, 3, p. 123-135.

Machemer, P. L. and Crawford, P. (2007). Student Perceptions of Active Learning in a Large Cross-Disciplinary Classroom. Active Learning in Higher Education, 8(1), 9-30.

Malik, S. (2011). Active learning: An effective approach for large classes. IPEDR, 5, 214-217.

Malik, S. & Janjua, F. (2011). Active lecturing: An effective pedagogic approach. International Journal of Academic Research, 3(2), p. 963-967.

McCarthy, M. (2006). Fluency and confluence: What fluent speakers do. Explorations in corpus linguistics, 1.

McDonald, S. (2012). New frontiers in neuropsychological assessment: Assessing social perception using a standardised instrument. The Awareness of Social Inference Test. Australian Psychologist, 47(1), 39-48.

Menon, G. (2008). Active-Learning Pedagogy: Policy, Professional Development and classroom Performance- A case study of two post-conflict context: Afghanistan and Somaliland. U.S. Agency for International development Cooperation Agreement.

Meyers, C., & Jones, T. B. (1993). Promoting Active Learning. Strategies for the College Classroom. Jossey-Bass Inc., Publishers.

Michael, J. (2006). Where’s the Evidence that Active Learning Works?. Advances in Physiology Education, 30, 159-167.

Millis, B. J., & Cottell Jr, P. G. (1997). Cooperative Learning for Higher Education Faculty. Series on Higher Education. Oryx Press.

Moges, A. (2007). The assessment of the techniques practiced by EFL teachers in implementing active learning: Upper primary schools in Gondar Town in focus (M.A Thesis). Addis Ababa University, Addis Ababa.

Moore, K. D. (2005). Effective instructional strategies. London: Sage Publications.

Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 7(1), 23-48.

Mulatu, M. & Bezabih, W. (2018). Perceptions and practices of EFL teachers in implementing active learning in English classes: The case of three selected secondary schools in Dawro Zone, SNNPRS, Ethiopia.

Ndebele, C. & Maphosa. C. (2013). Promoting active learning in large class university teaching: Prospects and challenges. Journal of Social Science, 35(3), 251-262.

Nespor, J. (1987). The role of beliefs in the practice of teaching. Review of Educational Research, 62(3), 311.

Nguyen, A. T., & Phuong, H. Y. (2020). Impacts of a one-shot training program for in-service teachers on the application of Task-based Language Teaching. Can Tho University Journal of Science, 12(3), 38-46.

Nguyen, D. K. (2018). A new application of Raymond Padilla’s Unfolding Matrix in Framing Qualitative Data and the Follow-Up Activities for Educational Research. International Journal of Qualitative Methods, 17(5), 1-8.

Nguyen, B. H. (2014). Teacher change in science education in a Vietnamese university. A thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatu, New Zealand (Doctoral dissertation, Massey University).

Nonkukhetkhong, C., Baldauf Jr, R. B., & Moni, K. (2006). Learner Centeredness in Teaching English as a Foreign Language. Paper Presented at 26 Thai TESOL International Conference, Chiang Mai, Thailand, 1-9.

Noom-ura, S. (2013). English-teaching problems in Thailand and Thai teachers’ professional development needs. English Language Teaching, 6(11), 139-147.

Noopong, D. (2002). English teaching problems and the needs for professional development of teachers of English in education extended schools under the Jurisdiction of the Office of Primary Education. Nakhon Ratchasima. Nakhon Ratchasima Rajabhat University. English Program.

Nunan, D. (1999). Second language teaching and learning. Heinle & Heinle Publisher.

Nunan, D. (2005). Practical English language teaching. McGraw-Hill.

Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.

Patrick, L. E., Howel, L. A., & Wischusen, W. (2016). Perceptions of active learning between faculty and undergraduates: Differing views among departments. Journal of STEM Education: Innovations and Research, 17(3).

Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE.

Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283.

Pedersen, S. & Liu M., (2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment. Educational Technology Research and Development, 51, 57-76.

Phipps, W. (1999). Pairwork: Interaction in the Modern Languages Classroom. Centre for Information on Language Teaching and Research.

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.

Raja, N., & Saeed, A. (2012). The effectiveness of group work and pair work for students of English at undergraduate level in public and private sector colleges. Interdisciplinary journal of contemporary research in business, 4(5), 155-163.

Ramli, R. (2019). Promoting active learning activities to improve students’ speaking ability. Social Science Learning Education Journal, 4(5).

Richards. J. C., Platt, J., & Platt, H. (1992). Longman dictionary of language teaching & applied linguistics. Longman.

Richards, J., C. & Renandya, W., A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.

Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.

Ruhl, K., C. Hughes, and P. Schloss. (1987). Using the Pause Procedure to Enhance Lecture Recall. Teacher Education and Special Education, 10, 14-18.

Sahar, H. (2014). Active learning in Kabul schools. Afghan teachers’ views and practices. Karlstads University.

Santanello, C. D., Dow, A. C., & Bergman, S. J. (2014). Active Learning Strategies: Student Perceptions. Academic Exchange Quarterly, 18(1), 1096-1453.

Schweitzer, D., & Brown, W. (2007). Interactive visualization for the active learning classroom. In Proceedings of the 38th SIGCSE technical symposium on Computer Science Education (pp. 208-212).

Shuell, T. J. (1988). The role of the student in learning from instruction. Contemporary Educational Psychology, 13(3), 276-295.

Silberman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject. Allyn and Bacon.

Sivan, A., Leung, R. W., Woon, C. C., & Kember, D. (2000). An implementation of active learning and its effect on the quality of student learning. Innovations in education and training international, 37(4), 381-389.

Soltanzadeh, L., Seyed R. N. H., & Sakineh S. (2013). The effect of active learning on academic achievement motivation in high school students. Archives of Applied Science Research, 5(6), 127-131.

Stern, D. Huber, G, L (eds). (1997). Active learning For Students and Teachers. Reports from Eight Countries. OECD Paris.

Stephen, W., et al. (2006). Observations on undergraduate education in computer science, electrical engineering, and physics at select universities in Vietnam, V.E. Foundation, Editor. Vietnam Education Foundation: Washington.

Storch, N. & Aldosari, A. (2010). Learners' use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14(4), 355-375.

Taye, G. (2008). Perceptions and Practices of Active Learning in Dilla University. Addis Ababa: Addis Ababa University. (M.A Thesis).

Thornbury, S. (2005). How to teach speaking. Pearson Education Limited Longman.

Tomei, L. A. (2009). Lexicon of online and distance learning. R&L Education.

Torky, S. A. E. (2006). The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking Skills of Secondary Stage Students. Online Submission.

Tsui, A. B. M. (1995). Introducing Classroom Interaction. London: Penguin.

Thompson, J. (2009). Changing chalk and talk: The reform of teaching methods in Vietnamese higher education. The George Washington University, p. 68.

Ur, P. (1996). A course in language teaching: practice and theory. Cambridge University Press.

Van de Bogart, W.G. (2009). Active Learning Pedagogy: A new teaching methodology for a new generation of teachers. Nakon Sawan Rajabhat University.

Wankat, P. (2002). The Effective Efficient Professor: Teaching, Scholarship and Service. Allyn and Bacon: Boston, MA.

Ward, M. O., Grinstein, G., & Keim, D. (2010). Interactive data visualization: foundations, techniques, and applications. CRC press.

Ward, M., Grinstein, G., & Keim, D. (2010). Human Perception and Information Processing in Interactive Data Visualization: Foundations, Techniques, and Application.

Watanapokakul, S. (2011). Supplementary materials for active learning: Development and implementation. E-Journal for Researching Teachers, 4(1), 1-22.

Westbrook, F. (2011). Lessons from the other side of the teacher’s desk: Discovering insights to help language learners. English Teaching Forum, 49(1), 2-7.

Yusuk, S. (2020). Perceptions and practices of EFL school teachers on implementing active learning in Thai English language classrooms. THAITESOL Journal, 33(1), 36-56.

Zhang, S. (2009). The Role of Input, Interaction, and Output in the Development of Oral Fluency. English Language Teaching, 2(4), 91-100.

Yazedjian, A. and Kolkhorst, B. B. (2007). Implementing Small-Group Activities in Large Lecture Classes. College Teaching, 55(4), 164-169.




DOI: http://dx.doi.org/10.46827/ejfl.v7i2.4795

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).