Vietnamese EFL Lecturers’ Favored Instructional Strategies for Teaching Productive Skills in Online and Face-To-Face Teaching Environments

نوع مقاله : مقاله تحقیق

نویسندگان
Anh Phuong Dang 1
Duy Khang Nguyen 2
1 School of Foreign Languages, Can Tho University, Can Tho, Vietnam / Vietnam National University Ho Chi Minh City – Campus in Ben Tre, Vietnam
2 School of Foreign Languages, Can Tho University, Can Tho, Vietnam
10.48311/lrr.2025.7256
چکیده
This study investigates the instructional strategies Vietnamese EFL lecturers prefer to employ to teach productive skills of general English in online and face-to-face teaching environments. Thirty-eight lecturers from 6 Vietnamese universities participated and responded to a questionnaire with 29 close-ended questions detailing instructional strategies. Four of the participants were invited to join the semi-interview about the reasons for their preference for instructional strategies. The collected data were analyzed with descriptive statistics for  Quantitative data and content analysis for qualitative data. The findings indicate that the most favored strategy in both teaching environments is describing pictures while opinion sharing and group discussion are much more favorable in the face-to-face than in the online teaching environment. Additionally, certain strategies are preferred in the face-to-face setting over instruction in the online setting and vice versa. Some primary reasons for lecturers’ preference for instructional strategies were identified and participants gave some recommendations of choosing appropriate strategies for teaching productive skills via interviews. These findings highlight EFL lecturers' preferences in selecting instructional strategies to teach English productive skills in the two teaching contexts and underscore implications for choosing proper instructional strategies.

کلیدواژه‌ها

موضوعات

Afifi, M. K., & Alamri, S. S. (2014). Effective principles in designing E-course in light of learning theories. Turkish Online Journal of Distance Education, 15(1), 128–142. https://doi.org/10.17718/tojde.43806
Akdemir, O., & Koszalka, T. A. (2008). Investigating the relationships among instructional strategies and learning styles in online environments. Computers & Education, 50(4), 1451–1461. https://doi.org/10.1016/j.compedu.2007.01.004
Akdeniz, C. (2016). Instructional process and concepts in theory and practice: Improving the teaching process. Springer. https://doi.org/10.1007/978-981-10-2519-8
Al-Obaydi, L. H., Shakki, F., Tawafak, R. M., Pikhart, M., & Ugla, R. L. (2023). What I know, what I want to know, what I learned: Activating EFL college students' cognitive, behavioral, and emotional engagement through structured feedback in an online environment. Frontiers in Psychology, 13, 1083673. https://doi.org/10.3389/fpsyg.2022.1083673
Alakrash, H. M., & Razak, N. A. (2022). Education and the fourth industrial revolution: Lessons from COVID-19. Computers, Materials & Continua, 70(1), 951–962. https://doi.org/10.32604/cmc.2022.014288
Alfallah, F. M., Puspita, H., & Lubis, A. A. (2023). Exploring teachers' techniques in teaching speaking. Journal of English Education and Teaching, 7(1), 33–43. https://ejournal.unib.ac.id/JEET/article/view/18604
Anjaniputra, A. G. (2013). Teachers’ strategies in teaching speaking to students at secondary level. Journal of English and Education, 1(2), 1–8. https://journal.unigha.ac.id/index.php/EE/article/view/270
Apriyanti, D., & Ayu, M. (2020). Think-pair-share: Engaging students in speaking activities in the classroom. Journal of English Language Teaching and Learning, 1(1), 13–19. https://doi.org/10.33365/jeltl.v1i1.246
Arsaf, A. S. (2020). Teaching English in industrial revolution 4.0: Challenges and opportunities. [Undergraduate thesis, UIN Ar-Raniry]. https://repository.ar-raniry.ac.id/id/eprint/13338
Black, G. (2002). A comparison of traditional, online, and hybrid methods of course delivery. Journal of Business Administration Online. https://www.atu.edu/business/jbao/spring2002/black.pdf
Celce-Murcia, M. (2001). Teaching English as a second or foreign language (3rd ed.). Heinle & Heinle.
Chowdhury, A. Z., & Zannat, M. M. (2021). Barriers to teaching English productive skills in online classrooms: A study at private universities in Bangladesh. International Journal of Linguistics, Literature and Translation, 4(12), 164–171. https://doi.org/10.32996/ijllt.2021.4.12.19
Colombo, M. (2011). Teaching English language learners: 43 strategies for successful K–8 classrooms. Sage. https://doi.org/10.4135/9781452243924
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson.
Derakhshan, A., & Shakki, F. (2024). Opportunities and challenges of implementing online English courses in Iranian public and private schools. Journal of Research in Applied Linguistics, 15(1), 17–31. https://doi.org/10.22055/RALS.2023.44418.3111
Elayyan, S. (2021). The future of education according to the fourth industrial revolution. Journal of Educational Technology and Online Learning, 4(1), 23–30. https://doi.org/10.31681/jetol.737193
George, S. V., Richardson, P. W., & Watt, H. M. (2018). Early career teachers’ self-efficacy: A longitudinal study from Australia. Australian Journal of Education, 62(2), 217–233. https://doi.org/10.1177/0004944118779601
Golkova, D., & Hubackova, S. (2014). Productive skills in second language learning. Procedia – Social and Behavioral Sciences, 143, 477–481. https://doi.org/10.1016/j.sbspro.2014.07.520
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Carnegie Corporation of New York. https://media.carnegie.org/filer_public/3c/f5/3cf58727-34f4-4140-a014-723a00ac56f7/ccny_report_2007_writing.pdf  
Hakim, M. A. R. (2017). Teachers' strategies in teaching speaking lessons on introvert students in Madrasah Aliyah (MA) JA Alhaq Bengkulu. Madania: Jurnal Kajian Keislaman, 21(1), 23–30. https://doi.org/10.29300/madania.v21i1.229
Hirumi, A. (2013). Three levels of planned e-learning interactions: A framework for grounding research and the design of e-learning programs. Quarterly Review of Distance Education, 14(1), 1–16. https://pressbooks.online.ucf.edu/app/uploads/sites/153/2020/08/QRDE_2013_eLrnFrameUpdate_Hirumi.pdf
Hrastinski, S. (2008). Asynchronous and synchronous e-learning. EDUCAUSE Quarterly, 31(4), 51–55. https://er.educause.edu/-/media/files/article-downloads/eqm0848.pdf
Hsieh, P.-H. (2010). Globally-perceived experiences of online instructors: A preliminary exploration. Computers & Education, 54(1), 27–36. https://doi.org/10.1016/j.compedu.2009.07.007
Jurianto, J., Salimah, S., & Kwary, D. A. (2015). Strategies for teaching writing in EFL class at a senior high school in Indonesia. Celt: A Journal of Culture, English Language Teaching & Literature, 15(1), 43–53. https://doi.org/10.24167/celt.v15i1.413
Kuama, S. (2016). Is online learning suitable for all English language students? PASAA: Journal of Language Teaching and Learning in Thailand, 52, 53–82. https://doi.org/10.58837/CHULA.PASAA.52.1.3
Kurniasih, K., Cahyono, B. Y., Astuti, U. P., & Suryati, N. (2023). Online writing class: EFL university students’ perception of teachers’ strategies in alleviating their writing anxiety. Computer-Assisted Language Learning Electronic Journal, 42(1), 1–24. https://old.callej.org/journal/24-1/Kurniasih-Cahyono-Astuti-Suryat2023.pdf
Lubis, F. F. (2021). Teacher’s strategies in teaching writing descriptive text at senior high school. [Undergraduate thesis, Universitas Negeri Medan]. http://digilib.unimed.ac.id/id/eprint/45812
Luyt, I. (2013). Bridging spaces: Cross-cultural perspectives on promoting positive online learning experiences. Journal of Educational Technology Systems, 42(1), 3–20. https://doi.org/10.2190/ET.42.1.b
Mai, N. K., & Khac, T. A. T. (2021). Teaching during the COVID-19 crisis as reflected and shared on Facebook. VNU Journal of Foreign Studies, 37(6), 48–62. https://doi.org/10.25073/2525-2445/vnufs.4780
Maulidar, K., Gani, S. A., & Samad, I. A. (2019). Teachers’ strategies in teaching speaking for cadets. English Education Journal, 10(1), 80–94. https://jurnal.usk.ac.id/EEJ/article/view/13258
McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher's guide (3rd ed.). John Wiley & Sons.
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching–learning in higher education during the COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Ministry of Education and Training. (2021). Thông tư 08/2021/TT-BGDĐT ban hành Quy chế đào tạo trình độ đại học [Circular 08/2021/TT-BGDDT promulgating Regulations on university level training]. Government of Vietnam.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
Morata-Garrido, N., José Luis, O.-M., & González-Valero, G. (2023). Development of EFL teachers’ digital competence in the adoption of blended learning. Language Related Research, 14(5), 1–25.  https://doi.org/10.48311/lrr.14.5.1
Mulyanti, S., & Nadrun, N. (2021). Teachers’ strategies in teaching speaking at high school. Journal of Foreign Language and Educational Research, 4(2), 1–11. https://doi.org/10.31934/jofler.v4i2.1673
Munir, M. (2022). An analysis of teacher strategies in teaching writing skills in pandemic era (learn from home). Performance: Journal of English Education and Literature, 1(1), 74–80. http://eprints.unm.ac.id/id/eprint/29743
Nayman, H., & Bavlı, B. (2022). Online teaching of productive language skills (PLS) during emergency remote teaching (ERT) in EFL classrooms: A phenomenological inquiry. International Journal of Education and Literacy Studies, 10(1), 179–187. https://doi.org/10.7575/aiac.ijels.v.10n.1p.179
Nurbaktiah, A., Sabaruddin, S., & Sofyan, D. (2021). An analysis of teachers’ strategies in teaching speaking. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(3), 284–301. https://doi.org/10.52690/jadila.v1i3.115
Purwaningsih, N. I., Wijayanto, A., & Ngadiso, N. (2019). Strategies of teaching speaking in English to Desa Bahasa Sragen’s students. TLEMC: Teaching and Learning English in Multicultural Contexts, 3(2), 81–87. https://jurnal.unsil.ac.id/index.php/tlemc/article/view/1271
Redmond, P. (2011). From face-to-face teaching to online teaching: Pedagogical transitions. In Proceedings of the 28th ASCILITE Conference (pp. 1050–1060). ASCILITE.
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching  (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511667305
Siahpoosh, H., & Mahdavi, Z. (2024). The effect of virtual interactions in pairs and groups on the development of speaking ability of Iranian EFL learners. International Journal of Research in English Education, 9(1), 84–101. http://ijreeonline.com/article-1-831-en.html
Syafrizal, S., & Rohmawati, C. (2017). Teachers’ speaking strategies at vocational high school. Journal of English Language Studies, 2(1), 66–83. https://doi.org/10.30870/jels.v2i1.1594
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93–135. https://doi.org/10.3102/00346543076001093
Thai, N. T. T., De Wever, B., & Valcke, M. (2020). Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. Journal of Computer Assisted Learning, 36(3), 397–411. https://doi.org/10.1111/jcal.12423
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Vu, T. B. H. (2023). Teaching English speaking skills: An investigation into Vietnamese EFL teachers’ beliefs and practices. Issues in Educational Research, 33(1), 428–450. http://www.iier.org.au/iier33/vu.pdf
Wang, X. (2023). A conceptual review on EFL teachers' motivation and engagement in flipped classrooms: A social networking platform. Language Related Research, 14(3), 239–264. http://lrr.modares.ac.ir/article-14-67140-fa.html  
Wuensch, K. L., Aziz, S., Ozan, E., Kishore, M., & Tabrizi, M. (2008). Pedagogical characteristics of online and face-to-face classes. International Journal on E-Learning, 7(3), 523–532. https://www.learntechlib.org/primary/p/24201
Zekri, W., & El Moussaoui, A. (2024). Algerian teachers’ motivation and self-efficacy towards online teaching. Electronic Journal of Foreign Language Teaching, 21(1), 55–73. https://doi.org/10.56040/wzam2114