BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC SƯ PHẠM TP. HỒ CHÍ MINH
Phùng Tuấn Ngọc
AN INVESTIGATION INTO TEACHER'S BELIEFS AND PRACTICE ABOUT DEVELOPING SUPPLEMENTARY MATERIALS FOR IELTS LEARNERS AT LANGUAGE CENTERS
IN HO CHI MINH CITY
Chuyên ngành: Lý luận và phương pháp dạy học bộ môn tiếng Anh Mã số: 8140111
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LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC
NGƯỜI HƯỚNG DẪN KHOA HỌC:
TS. NGUYỄN THANH BÌNH
LỜI CAM ĐOAN
Tên tôi Phùng Tuấn Ngọc. Tôi xin cam đoan luận văn về đề tài “An investigation into teacher's beliefs and practice about developing supplementary materials for IELTS learners at language centers in Ho Chi Minh City” là công trình nghiên cứu cá nhân của tôi trong thời gian qua theo yêu cầu của chương trình thạc sĩ tại trường Đại học Sư phạm Thành phố Hồ Chí Minh. Số liệu và kết quả nghiên cứu trong luận văn này chưa từng được sử dụng hoặc công bố trong bất kỳ công trình nào khác.
Hồ Chí Minh, 2021
Phùng Tuấn Ngọc
DECLARATION
My name is Phung Tuan Ngoc. I hereby certify that my thesis entitled “An investigation into teacher's beliefs and practice about developing supplementary materials for IELTS learners at language centers in Ho Chi Minh City” is solely the result of my own work as the fulfillment of the requirements for the Master’s program at the Ho Chi Minh City University of Pedagogy. The data and results of this thesis have not been submitted for any other degree or professional qualification.
Ho Chi Minh, 2021
Phùng Tuấn Ngọc
LỜI CẢM ƠN
Trong quá trình nghiên cứu và hoàn thiện luận văn tác giả đã nhận được rất nhiều sự hỗ trợ và động viên của các cấp lãnh đạo, thầy cô, bạn bè đồng nghiệp và gia đình.
Trước hết tác giả xin được gửi lời cảm ơn chân thành nhất đến giáo viên hướng dẫn – TS. Nguyễn Thanh Bình, người đã trực tiếp hướng dẫn, tận tình chỉ bảo và giúp đỡ tác giả trong các hoạt động nghiên cứu để hoàn thành bài luận văn này.
Tác giả cũng xin được bày tỏ lòng cảm ơn sâu sắc đến phòng Sau đại học trường Đại học Sư phạm Tp. HCM và các thầy cô giáo tham gia giảng dạy trong toàn khóa học vì đã cung cấp những giờ học hữu ích và ý tưởng cho bài luận văn của tác giả.
Xin chân thành cảm ơn các anh chị đồng nghiệp đã tham gia vào quá trình khảo sát và trả lời phỏng vấn. Đặc biệt là thầy Lê Huy Lâm, cô Đặng Ngọc Anh Thư, và chị Trịnh Mỹ Linh đã giúp đỡ tác giả rất nhiều trong giai đoạn thu thập dữ liệu.
Cuối cùng, tác giả xin tỏ lòng biết ơn đến gia đình và bạn bè đã hỗ trợ và động viên trong cuộc sống và thời gian hoàn thành luận văn thạc sĩ.
ACKNOWLEDGEMENT
Throughout the writing of this thesis, I have received a great deal of support and encouragement from leaders, lecturers, colleagues, and parents.
First and foremost, I would like to extend my sincerest gratitude to my supervisor
– Dr. Nguyen Thanh Binh, for his inspiration, guidance, and assistance in the research activities to finalize the thesis.
I am deeply grateful to the staff of the Postgraduate Department at Ho Chi Minh City University of Pedagogy and lecturers participating in the Master’s program for their interesting, helpful lectures and ideas for my thesis.
My heartfelt thanks also go to my colleagues who have participated in the questionnaire and responded to my interviews. Particularly, I am indebted to Mr. Le Huy Lam, Ms. Dang Ngoc Anh Thu, and Ms. Trinh My Linh, who have enthusiastically supported me during the phase of data collection.
Last but not least, I wish to express my appreciation to my parents and friends for their constant support and encouragement in life as well as in the time of doing this thesis.
ABSTRACT
Much literature in the pedagogic field has focused on language teaching and learning aspects, while there are apparent gaps concerning materials development. Moreover, materials development appears to be a contemporary field worth more attention from researchers in the flourishing era of printed and electronic materials for English language teaching and learning. This thesis is to investigate teachers’ beliefs about IELTS supplementary materials and explore how they select, adapt, and design these types of materials. In this thesis, two instruments, including survey questionnaires and interviews, were employed to attain the research objectives. The study focuses on teachers who have experience in EILTS training at language centers in Ho Chi Minh City. One hundred and thirty-one teachers participated, and twelve of them were interviewed.
The results show that most teachers believe supplementary materials for IELTS classrooms are those extra exercises. These materials are used in addition to the main coursebooks provided by their language centers. With respect to the factors affecting teachers’ beliefs, rather than education and theoretical knowledge, the influence of personal experience and teaching contexts is tremendous. Most teachers reported the impact of former exposure to supplementary materials as learners and the policies at their language centers on their current decision. Moreover, although there is a significant convergence between teachers’ beliefs and practice, some beliefs do not translate into actual practice due to internal and external factors.
It is expected that this study will contribute to the repertoire of materials development and the relationship between teachers’ beliefs and practice, a field that receives little attention from researchers. The results may also have prospective implementation for training teachers and managing language courses.
Keywords: belief, practice, supplementary materials, IELTS
TABLE OF CONTENTS
ABSTRACT v
LIST OF ABBREVIATION x
LIST OF TABLES xi
LIST OF FIGURES xi
CHAPTER I: INTRODUCTION 1
1.1. Background to the study 1
1.2. Problem statement 2
1.3. Aims and Scope 3
1.4. Significance of the study 4
CHAPTER II: LITERATURE REVIEW 5
2.1. Teachers’ beliefs in English language teaching 5
2.1.1. What are teachers’ beliefs? 5
2.1.2. Teachers’ belief system 7
2.1.3. Teachers’ beliefs and practice 10
2.2. The role of materials in ELT classrooms 12
2.2.1. What are language-learning materials? 12
2.2.1.1. Ready-made coursebooks 13
2.2.1.2. Teacher-generated materials 24
2.2.1.3. A need for flexibility 26
2.2.2. Types of language-learning materials 27
2.2.3. Materials for IELTS training 28
2.3. Supplementary materials in IELTS classrooms 31
2.3.1. Selecting supplementary materials for IELTS training 32
2.3.2. Designing supplementary materials for IELTS training 36
2.3.3. Adapting supplementary materials for IELTS training 37
2.4. Theoretical framework from literature review 39
CHAPTER III: METHODOLOGY 41
3.1. Research questions 41
3.2. Method design 41
3.3. Research Setting 42
3.4. Participants 43
3.4.1. Description of the population 43
3.4.2. Sampling method 43
3.5. Data collection methods 49
3.6. Pilot Study 54
3.6.1. The questionnaire 54
3.6.2. The interview 55
3.7. Data analysis methods 56
3.8. Reliability and validity 60
CHAPTER IV: FINDINGS 62
4.1. Findings from the survey 62
4.2. Findings from the interview 72
4.2.1. The notion of supplementary materials in IELTS classrooms 72
4.2.1.1. The purposes of supplementary materials for IELTS classrooms 72
4.2.1.2. The benefits of supplementary materials for IELTS classrooms 74
4.2.1.3. The sources of supplementary materials for IELTS classrooms 76
4.2.2. Internal and external sources 78
4.2.2.1. Teaching context 78
4.2.2.3. Teachers’ experience 82
4.2.2.2. The washback effect of the IELTS examination 85
4.2.2.4. Theoretical knowledge 86
4.2.2.5. Personalities 88
4.2.3. Teachers’ practice of developing supplementary materials 88
4.2.3.1. Selecting supplementary materials 89