TRENDS IN EFL TEACHING(IN VIETNAM & OTHER COUNTRIES)

Group 2: 1. Phạm Phúc Khánh Minh 2. Nguyễn Trần Hoài Phương

3. Võ Thị Thanh Thư 4. Nguyễn Đặng Phương Thảo

5. Đỗ Thị Bạch Vân 6. Lưu Nguyễn Hà Vy

REVIEWING TRENDS IN EFL TEACHING (Over 15 Years)

CONFERENCE SUBMISSION

ESTABLISHEDRESEARCH

TEACHERS/SPECIALISTS’OBSERVATIONS

DATA SOURCE

S

TEACHERS/ SPECIALISTS’ OBSERVATION

TREND 1: THE STATUS OF ENGLISH

TREND 4: EARLY START IN LEARNING ENGLISH

TREND 3: ROLES OF ENGLISH TEACHERS

TREND 2: ENGLISH-MEDIUM SUBJECTS

(Lee & Choi, 2008; Sun, 2014; Abilasha & Ilankumaran, 2014)

TREND 5: ENGLISH CURRICULUM DESIGN

TREND 6: COMPUTER-ASSISTED LEARNING

RESEARCH & CONFERENCE

Spea

king &

Commun

icatio

n

Teac

her E

duca

tion

Lear

ner D

evelo

pmen

t

Writing

Tech

nolog

y

Motiva

tion

Testi

ng0

20

40

60

80

Number of submissions to JALT conference in 2010 (Stapleton, 2013)

The P

ower

of Po

werP

oint

OUTLINE

PART 1 PART 2 PART 3

CHANGES IN THE STATUS OF ENGLISH

CHANGES IN TEACHING APPROACHES - CLIL

CHANGES IN LANGUAGE

ASSESSMENT

CHARACTERISTICS OF SOUTH EAST ASIA

1. SIMILARITIES

Share a postcolonial heritage (except Thailand) Have cultural and political diversity Be home for thousands of languages from four major

different indigenous language families English is gradually acquiring the status of the most dominant language.

PART

1

CHARACTERISTICS OF SOUTH EAST ASIA

2. DIFFERENCES

ESL(Singapore, Malaysia,

Brunei, the Philippines)

EFL (Vietnam, Laos,

Cambodia, Thailand)

EFL IN VIETNAM

“Doi Moi” policy in 1986 English has been widely used in every domain of social life in Vietnam. English as the chief foreign language is considered a

remarkable phenomenon.

EFL IN VIETNAM

French

English

Russian

0% 10% 20% 30% 40% 50% 60% 70%

Percentage of Students Studying Foreign Languages in Vietnam before 1986 (Denham, 1992)

Lower secondary school

Upper secondary school

Tertiary level

0% 20% 40% 60% 80% 100%

Percentage of Students Studying English in Vietnam in

2006 (MOET, 2006)

EFL IN VIETNAM

The status of English was strengthened with Decree No. 3321/QĐ-BGDĐT enacted by the Ministry of Education and Training (August 2010)

“English has become the medium of instruction for other subjects like mathematics, computer science, physics, chemistry and biology”.

CHANGES IN TEACHING APPROACHES

A shift in learning models: Students should transform the information link it to their existing background knowledge present their new ideas in a meaningful and

cooperative context A new approach to teaching: Communicative Language Teaching began to “emerge to challenge the dominant trend in language teaching” (Renandya, 1999)

PART

2

CHANGES IN TEACHING APPROACHES

The traditional approaches and CLT

CLT The traditional

approaches

Language as a system for expressing meaning and for communication

Language as a system of grammatical patterns

CHANGES IN TEACHING APPROACHES

Major features of the

communicative view of

language

1. Language is a system for the expression of meaning.

2. The primary function language is for interaction and communication.

3. The structure of language reflects its functional and communicative uses.

CHANGES IN TEACHING APPROACHES

IN ASIA

Teaching practices are changing from structural to communicative methods (Renandya, 1999)

A shift toward more communicative approaches (Utsumi & Doan, 2009)“CLT has now become a focus” (Le, 2011)

IN VIETNAM

CONTENT & LANGUAGE INTEGRATED LEARNING (CLIL)

1. CONTEXT

CLIL’s impact on Languages education reform and policy within the European Union was thanks to:

Effectiveness in promoting high quality gains in language proficiency

Student engagement and retention

CONTENT & LANGUAGE INTEGRATED LEARNING (CLIL)

2. SIGNIFICANCE

CLIL has been piloted in gifted high schools nationwide since 2008 to help more citizens capable of gaining access to international resources and working in multicultural and globally competitive environments. (MOET, 2008)

CONTENT & LANGUAGE INTEGRATED LEARNING (CLIL)

3. CHALLENGES

The shortage in teaching staff capable of delivering CLIL lessons: Subject teachers and Language teachers

Lack of timely official guidance from MOET Inconsistency in finding a common voice on curriculums within

each locality

CHANGES IN LANGUAGE ASSESSMENT

A single skill assessment - measuring only a single skill (or fewer than four skills)

TOEIC TestA multiple-choice test of listening and reading

skills

TOEFL Test Listening, Writing, and Reading

PART

3PREVIOUS ASSESSMENT TREND

CHANGES IN LANGUAGE ASSESSMENT

The direction of communication

The concept of communicative competence

The current design of language tests

A comprehensive assessment of all four English language skills

CURRENT ASSESSMENT TREND

CHANGES IN LANGUAGE ASSESSMENT

An integrated testing of language skills provides: a comprehensive assessment of one’s overall

communicative ability a more accurate estimate of a person’s skill in any specific

area a strong correlation of the four skills a fairer assessment to all test takers.

EF English Proficiency Index (2014)

CHANGES IN LANGUAGE ASSESSMENT IN VIETNAM

PROJECT 2020 IN VIETNAM

“... by 2020 most Vietnamese students... will be able to use a foreign language confidently in their daily communication, their study and work in an integrated, multi-cultural and multi-lingual environment, making foreign languages a comparative advantage of development for Vietnamese people in the cause of industrialization and modernization for the country”.

(Decision No. 1400)

CHANGES IN LANGUAGE ASSESSMENT IN VIETNAM

PROJECT 2020 IN VIETNAM

Teacher Proficiency

CEFR Level

Student Proficiency

CEFR levelsCompulsory English programs from Grade 3

CHANGES IN LANGUAGE ASSESSMENT IN VIETNAM

Standardized oral assessment in Vietnam (Nguyen, 2015) The emergence of standardized tests in Vietnam

The National University Entrance Examination

References

Le, T. S. (2011). Teaching English in Vietnam: improving the provision in the private sector. Australia: Victoria University.Nguyen, A.T. (2015). Malaysian Journal of ELT Research, Vol. 11(1), pp.41-51. Powers, D. E. (2010) The Case for a Comprehensive, Four-Skills Assessment of English-Language Proficiency. Princeton:ETS Research & Development Educational Testing Service.Renandya, A. W., Lim, W. L., Leong, K. W. C. & Jacobs, M. G. (1999). A survey of English language teaching trends and practices in south east asia. Asian Englishes. London: Routledge.Stapleton, P. (2013). Using conference submission data to uncover broad trends in language teaching: A case study of one conference over 30 years. Language Teaching Research, 17(2), 144-163. doi:10.1177/1362168812460808Sun, Y. (2014). Major Trends in the Global ELT Field: A Non-Native English-Speaking Professional's Perspective. Language Education In Asia, 5(1), 7-19. doi:10.5746/leia/14/v5/i1/a02/sunUtsumi, L. & Doan, T. N. H. (2009). Trends in teaching and learning English in Vietnam: implications for the future. Vietnam.Vu, P. T (2012). English in Southeast Asian countries: Université Stendhal Grenzoble