Students' Beliefs about Teachers' Roles in Vietnamese Classrooms

Nguyen Van, Son and Habók, Anita (2021) Students' Beliefs about Teachers' Roles in Vietnamese Classrooms. ELECTRONIC JOURNAL OF FOREIGN LANGUAGE TEACHING, 18 (1). pp. 38-59. ISSN 0219-9874

Preview

Text v18n12021_038-059_nguyen.pdf Download (684kB) | Preview

Abstract

This study explored non-English major students’ beliefs about teachers’ roles in English as a Foreign Language (EFL) classrooms in Vietnam. To that end, a sample of 1565 EFL learners who had completed at least one semester of formally learning English at universities were chosen to participate in the study. The data was gleaned employing the Belief about Teachers’ Role scale (BTR), and semi-structured interviews. The descriptive statistics and the inferential statistics along with the interview data revealed that the participants’ beliefs typified a tendency toward teacher-centeredness, and that teachers played a really important role in the students’ learning of English. They provided guidance, explanations, corrected all the mistakes, and ensured students’ progress. Also, they were goal setters, decision-makers in objectives, activities, materials and numerous other roles. The results showed significant differences in genders’ beliefs. Male students’ views tended to be more teachercentered than those of female students. There was also a difference in beliefs between high achievers, who are less likely to depend on teachers, and their lower achieving counterparts. The findings offered several implications for future research, teachers, educators, and stakeholders in the field.

Actions (login required)

Edit Item