An investigation into teacher's beliefs and practice about developing supplementary materials for ielts learners at language centers in Ho Chi Minh city

APPENDICES

Appendix A: Teachers’ beliefs questionnaire

Teachers’ Belief Questionnaire Part 1: Background information

The following questions relate to your BASIC INFORMATION. Please read the statements, tick () in the box (), and answer the relevant questions that best describe the level of your agreement and situations.

About yourself

1. Gender: Male  Female 

2. Education: (Highest degree earned):

 College degree  Bachelor’s degree

 Master of Arts/ Science degree  Doctoral Degree

3. Teaching Experience:

 less than 6 months

 6 months - 1 year

 1-3 years

 4-6 years

 7-10 years

 Over 10 years (please specify_)

4. Your experience with IELTS training:

 less than 6 months

 6 months - 1 year

 1-3 years

 4-6 years

 7-10 years

 Over 10 years (please specify)

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Part 2: Beliefs about IELTS supplementary materials

In this part, you will find some statements and questions about the BELIEFS regarding IELTS supplementary materials.

The CONCEPT of Supplementary materials

Supplementary materials are…	Strongly agree	Agree	Disagree	Strongly disagree
1. books and other materials we can use in addition to core materials				
2. coursebook add-ons (i.e., workbooks, online practices, and other resource packages)				
3. self-developed worksheets				

4. authentic materials sources, such as

newspapers, magazines, videos, etc.

			
5. skills development materials (i.e., materials to develop listening, speaking, reading, and writing skills)				
6. language support materials (i.e., grammar, vocabulary, and phonology practice)				
7. collections of communicative games and activities				
8. exam techniques and practice tests				
9. Other opinions, please specify

The REASONS to develop Supplement materials

Supplementary materials are useful because they
	Strongly agree	Agree	Disagree	Strongly disagree
1. raise the mood and motivate students by making lessons more interesting				
2. replace unsuitable materials in the coursebook				
3. provide materials missing from the coursebooks				
4. meet students’ needs				
5. offer students with extra practices				
6. are more relevant to demands of exams				
7. contain up-to-date information				
8. Other reasons, please specify

The CRITERIA for developing IELTS supplementary materials

1. Learners’ levels of language proficiency				
2. Course objectives				
3. Topics similar to those in main coursebooks				
4. Academic language and style				
5. Practice activities reflecting the requirement of the test				
6. General knowledge related to learners’ own lives and experiences				

7. Students’ background and culture

			
8. Clear accessible layout				
9. Teaching context (i.e., the availability of equipment and accessibility to the materials)				
10. Other reasons, please specify

Thank you for completing the survey.

After we collate the results, we are keen to conduct interviews.

If you are interested in participating in the second phase of this project, could you please indicate below and also provide your email address in the space provided. We're also asking for your email just to be sure we have your correct details.

Yes, I would be willing to participate in an interview.

My Email is:_

No, thank you

Thank you for your time

Appendix B: Personal Interview Questions

1. When we talk about the term “supplementary materials,” what comes to mind? (Khi nhắc tới cụm từ “tài liệu bổ trợ” thầy/cô có suy nghĩ gì đầu tiên?)

2. How do supplementary materials support your teaching of IELTS?

(Tài liệu bổ trợ thì có giúp ích gì đến việc giảng dạy IELTS của thầy/cô?)

3. What are the sources that good IELTS supplementary materials should come from? (or What other teaching materials besides main coursebooks do you use on your IELTS preparation course(s)). Are they effective, in your opinion?

(Những nguồn nào nên được sử dụng để làm tài liệu bổ trợ cho việc giảng dạy IELTS? Những nguồn tài liệu này có hiệu quả như thế nào?)

4. Thinking about supplementary materials in general, what is your experience as a student with supplementary materials? Probe: extra exercises from teachers in addition to coursebooks.

(Hãy nghĩ về tài liệu bổ trợ nói chung, khi còn là học sinh, sinh viên thì thầy/ cô đã từng có trải nghiệm gì với tài liệu bổ trợ?)

5. Do you think your experience with those supplementary materials influences the way you select and design supplementary materials for IELTS courses?

(Những trải nghiệm với những tài liệu như vậy có ảnh hưởng đến việc cô lựa chọn và thiết kế tài liệu bổ trợ cho các lớp IELTS cô đang giảng dạy hay không?)

6. Have you done any formal training in materials development? If yes, how has this influenced the way you approach developing supplementary materials for IELTS courses? If not, is there any kind of training that you have had or would like to have to help you develop supplementary materials for IELTS courses?

(Thầy/ Cô đã từng tham gia lớp học nào về việc phát triển tài liệu giảng dạy tiếng anh bao giờ chưa? Nếu có thì các khóa học đó đã ảnh hưởng thế nào đến cách tiếp cận phát triển tài liệu bổ trợ của thầy/ cô? Nếu không, thì có những hình thức đào tạo nào mà thầy/ cô đã hoặc muốn tham gia có thể giúp bản thân trong việc phát triển tài liệu bổ trợ?)

7. Do your institutes offer or provide supplementary materials for teachers and students?

How do those materials match your criteria for selecting and designing supplementary materials? Please give examples.

(Ở trung tâm mà thầy/ cô đang giảng dạy có cung cấp tài liệu bổ trợ cho giáo viên và học sinh tham khảo hay không? Những tài liệu đó có phù hợp với tiêu chí lựa chọn và thiết kế tài liệu bổ trợ của thầy/ cô không?)

8. How does your context (school policies and practice, students) influence your choice of the content of your IELTS preparation lessons (i.e., what you teach)? (Những yếu tố ngoại cảnh như chính sách của trường học, truyền thống giảng dạy giữa các giáo viên trong trung tâm, hay yếu tố học sinh thì có ảnh hưởng như thế nào đến nội dung của các tiết học luyện IELTS?)

9. What are the factors you keep in mind when selecting particular tasks and practice materials?

(Những yếu tố quan trọng nào mà thầy/ cô luôn nghĩ đến khi lựa chọn một tài liệu bổ trợ luyện tập cho lớp học IELTS của mình?)

10. Do you often design materials for IELTS yourself? If yes, what kind of materials do you design (probe: in reading, listening, writing, speaking, grammar and vocabulary)? What are the criteria and procedures? If not, what do you do?

(Thầy/ Cô có hay tự thiết kế tài liệu bổ trợ cho IELTS hay không? Nếu có thì loại tài liệu nào thầy/ cô thường thiết kế? Các tiêu chí và quy trình ra sao? Nếu không thì thầy/ cô thường làm gì?)

11. What do you usually do when the supplementary materials you found comprise some drawbacks based on your criteria?

(Thầy/ Cô thường làm gì khi mà tài liệu bổ trợ được lựa chọn có một số hạn chế theo tiêu chuẩn của bản thân?

Appendix C: Interview protocol

Time of interview:_ Date: Place: Interviewer: Interviewee:

Thank you for agreeing to participate in my master’s thesis research at the University of Pedagogy. My name is Tuan Ngoc, and I am studying teachers’ beliefs and practice about developing supplementary materials for IELTS classrooms. This research is not aimed at evaluating your techniques or experiences. Instead, the aim of the interview is to ask questions about what you think about supplement materials, the sources of your beliefs, and how you design, select and adapt supplementary materials.

In order to facilitate the note-taking procedure, I would like to audiotape our conversation today. As recommended by the ethical guidelines provided by “The American Educational Research Association Ethical Standards of the American Educational Research Association,” anonymity and confidentiality of all data are ensured, and your answers are only used solely for this research and will be destroyed after they are transcribed. In addition, you are expected to sign a form devised to meet our human subject requirements.

A. Basic information about the interview

In this section, the researcher records necessary information regarding the time and date of the interview, the location where the interview takes place, and the name of the interviewees. The project length of the interview is also noted.

B. Introduction

The researcher introduces himself and mentions the purpose of the study. A consent form is given to interviewees for signature. The interviewer may discuss the general structures of the interview in terms of the number or topic of questions and ask whether participants have any questions prior to the interview.

C. Opening questions

In order to ease interviewees, some warm-up questions are employed. These questions should have participants talk about themselves but necessarily not offense them by eliciting too much personal information (e.g., “Are you married?”).

D. Content questions

The researcher asks the interviewee the following questions and uses the given probe.

1. When we talk about the term “supplementary materials,” what comes to mind?

2. How do supplementary materials support your teaching of IELTS?

4. Thinking about supplementary materials in general, what is your experience as a student with supplementary materials?

Probe: extra exercises from teachers in addition to coursebooks.

5. Do you think your experience with those supplementary materials influences the way you select and design supplementary materials for IELTS courses?

6. Have you done any formal training in materials development? If yes, how has this influenced the way you approach developing supplementary materials for

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