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All Journal FOSTER: Journal of English Language Teaching
Le, Xuan Mai
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Education Languange, Linguistic, Communication & Media

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A Decade of Researching on Professional Development in a Graduate Program: A Systematic Review Le, Thanh Thao; Le, Xuan Mai
FOSTER: Journal of English Language Teaching Vol. 3 No. 1 (2022): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v3i1.78

Abstract

This paper aims to provide a logical and comprehensive systematic review of MA students’ theses related to professional development (PD) in an educational institution in the Mekong Delta of Vietnam. This systematic review used a qualitative method to analyze 28 unpublished PD theses (2010 – 2020) in a graduate program of a public tertiary institution in the Mekong Delta, Vietnam. There were four main research concerns, including (1) research aims, (2) research methodology, (3) findings, and (4) limitations of the theses. After the review, a list of strengths and weaknesses of these studies is found, evaluated, and presented in this article. The review shows that these studies did contribute diverse knowledge and practices of PD in the educational system of Vietnam, particularly in the Mekong Delta. On the other hand, the data collection instruments and research designs needed improvement to a certain extent. Specifically, observations were not used much in the theses. Besides, the candidate researchers overused a descriptive research design for their theses. Thanks to the analysis, some implications and new ideas for further research in PD are discussed at the end of this paper. .
Pedagogy Training Courses in the Mekong Delta: EFL Teachers' Satisfaction and Expectations Le, Xuan Mai; Phan, Thanh Dat; Le, Thanh Thao
FOSTER: Journal of English Language Teaching Vol. 3 No. 3 (2022): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v3i3.99

Abstract

This study investigates EFL teachers’ expectations and satisfaction with the teaching pedagogy training courses in the Mekong Delta. The study was conducted on teachers of English in the Mekong Delta of Vietnam, including 51 teachers answering the questionnaires, and six teachers were randomly invited for the interview. The results from the study revealed that the EFL teachers showed high expectations in the teaching pedagogy training courses. Significantly, the teachers expected to train on language teaching methodology, lesson planning, and technology the most. Additionally, most participants expressed high satisfaction with the teaching pedagogy training courses they had participated in. Remarkably, they were delighted with the program issues and academic aspects of training. The significant findings of this study were expected to contribute to the insightful understanding of EFL teachers’ needs and demands for training courses in general and suggestions for more effective training courses in the future.
Empowering English Learning beyond Borders: Challenges and Benefits of Extracurricular Activities in a Non-Anglosphere Context Le, Thanh Thao; Le, Xuan Mai; Nguyen, Thanh-Tung; Nguyen Thi, Kim-Thanh
FOSTER: Journal of English Language Teaching Vol. 4 No. 3 (2023): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v4i3.132

Abstract

English language assumes a pivotal position in the socioeconomic advancement of Vietnam. The adoption of extracurricular mechanisms for English language acquisition is recognized as an innovative and potent overhaul of the pedagogical framework for English learners in Vietnam. This study was executed employing a quantitative methodology to ascertain the perceptions of tertiary level students regarding the advantages and obstacles encountered in their engagement with extracurricular activities directed at English language acquisition. Data was accumulated from 1,032 students pursuing higher education in an institution situated in the Mekong delta, facilitated by a questionnaire. The findings highlighted significant expectations students harbored for these activities. Particularly, they anticipated that engagement in these extracurricular endeavors would yield a positive influence on their linguistic competencies, while also fostering a conducive and collaborative environment for English language acquisition, thereby expanding their social networks with fellow participants. Nevertheless, the participants also acknowledged potential drawbacks. They expressed concern that participation in these activities might be time-consuming and could potentially diminish their motivation to partake, especially if the activities were not in alignment with their individual competencies and areas of interest. The findings of this study propose implications for enhancing the effectiveness of extracurricular activities for English language acquisition. Specifically, adequate financial and human capital investment is crucial, and the activities need to be meticulously planned to avoid an excessive time commitment from the students.
Co-Authors Le, Thanh Thao Nguyen Thi, Kim-Thanh Nguyen, Thanh-Tung Phan, Thanh Dat