VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -*** - CHU THỊ HUYỀN MI TEACHERS’ USE OF ELICITATION TECHNIQUES TO TEACH SPEAKING SKILL TO FIRST-YEAR STUDENTS OF UNIVERSITY OF ENGINEERING AND TECHNOLOGY, VIETNAM NATIONAL UNIVERSITY, HANOI VIỆC SỬ DỤNG CÁC THỦ THUẬT GỢI MỞ CỦA GIÁO VIÊN ĐỂ DẠY KĨ NĂNG NÓI CHO SINH VIÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC CÔNG NGHỆ, ĐẠI HỌC QUỐC GIA HÀ NỘI M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 HANOI, 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -*** - CHU THỊ HUYỀN MI TEACHERS’ USE OF ELICITATION TECHNIQUES TO TEACH SPEAKING SKILL TO FIRST-YEAR STUDENTS OF UNIVERSITY OF ENGINEERING AND TECHNOLOGY, VIETNAM NATIONAL UNIVERSITY, HANOI VIỆC SỬ DỤNG CÁC THỦ THUẬT GỢI MỞ CỦA GIÁO VIÊN ĐỂ DẠY KĨ NĂNG NÓI CHO SINH VIÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC CÔNG NGHỆ, ĐẠI HỌC QUỐC GIA HÀ NỘI M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 Supervisor: Nguyễn Minh Tuấn, M.A HANOI, 2012 iv TABLE OF CONTENTS Candidate‟s statement i Acknowledgements ii Abstract iii Table of contents iv List of figures and tables vi Chapter 1: Introduction 1.1 Rationale 1.2 Aims and objectives 1.3 Scope of the study 1.4 Significance of the study 1.5 Overview of the rest of the paper Chapter 2: Literature review Key concepts and relevant knowledge 2.1.1 Communicative Language Teaching 2.1.2 Elicitation 2.1.2.1 Definition of elicitation 2.1.2.2 Types of elicitation 2.1.2.3 Advantages of elicitation techniques 2.1.2.4 Disadvantages of elicitation techniques .11 2.1.2.5 Considerations 11 2.2 Related studies 12 Chapter 3: Methodology 15 3.1 Research settings and participants 15 3.1.1 Research settings 15 3.1.2 Participants 16 3.2 Research Instruments 17 3.2.1 Teacher and Student Questionnaire .18 3.2.2 Teacher interview 19 3.2.3 Classroom observation 19 3.3 Data collection procedure .19 v 3.3.1 Preparation 19 3.3.2 Implementation 20 3.4 Data analysis procedure 20 Chapter 4: RESULTS 21 4.1 Data analysis and discussion 21 Research question 21 Research question 26 Research question .30 4.2 Implications 34 Chapter 5: CONCLUSION .36 5.1 Summary of findings 36 5.2 Contributions of the research 37 5.3 Limitations of the research 37 5.4 Suggestions for future research 37 References 39 Appendices I Appendix I Appendix IX Appendix X Appendix XIII vi LIST OF FIGURES AND TABLES Figure 1: Frequency of elicitation teaching Figure 2: Shortcomings of elicitation teaching Figure 3: Frequency of using elicitation techniques Figure 4: Degree of students‟ confidence to talk Figure 5: Activation of students‟ background knowledge Figure 6: Increasing students‟ talk time Figure 7: Students‟ embarrassment to listen to their peers‟ talk Figure 8: Students‟ memorization of the lesson Table 1: Categorization of selected students Table 2: Benefits of elicitation teaching Table 3: Teachers‟ elicitation manners CHAPTER 1: INTRODUCTION This chapter aims at stating the rationale, objectives, scope and significance of the research An overview of the rest of the study is also provided in this chapter 1.1 Rationale According to an article posted on www.vietbao.vn on December 2009, a large number of Vietnamese fresh graduates are complained about their limited English proficiency at workplace settings, especially their weaknesses in English communication despite their acceptable ability in their own specializations This problem may stem from some deficiency in English teaching and learning at university and lower academic levels Therefore, it is about time to take a closer look at the current use of teaching methods which are designed to develop students‟ speaking competence For the last few years, communicative language teaching (CLT) has remarkably emerged as an innovative teaching approach to the teaching of second and foreign languages throughout the world According to Nunan (1991), CLT features interaction as both the means and the ultimate goal of learning a language This emphasis involves that students are required to construct a habit of enthusiastically participating in classroom exchanges and real communication to enhance their speaking skill The new learning strategy can only be enabled when there is a shift between teachers‟ and students‟ roles Learner-centered learning has reigned in modern classrooms where students are given more autonomy while teachers take the roles of controllers, assessors, organizers, prompters, participants and so forth (Harmer, 2001) who facilitate students‟ participation in a variety of interactive activities In an attempt to reverse that dominant status between the two parties, elicitation teaching has been spread into English classrooms on an international scale On the way of educational integration, the communicative approach has been adapted to Vietnam‟s national curriculums of almost every academic level, ranging from elementary, middle, secondary to post-secondary levels Although the interest in and development of communicative-style teaching developed statistically worldwide, the adoption in Vietnam has been obstructed by the inherent dominance of grammartranslation approach It is commonly seen that Vietnamese students are typically passive and shy in language classrooms while teachers tend to embrace the role of "expert" who would impart his or her knowledge or "expertise" to unknowing students, who in turn would be assessed by evaluation instruments intended to measure the amount of transferred "expertise" (Rudder, 2000) Similarly, while elicitation has been considered an essential tool to teach speaking skill in modern classrooms worldwide, the use of it in Vietnam has turned out not to be as effective as expected Therefore, the present study saw a need to learn about teachers‟ perception of elicitation teaching and their actual employment to better understand the matter In addition, the issue of using elicitation techniques in teaching speaking skill has not been extensively studied in Vietnam The three studies that should be highlighted so far are Pham (2006) which is using elicitation to teach vocabulary to 11th form students in Hanoi, Tran (2007) which is eliciting techniques to teach speaking skill to grade-10 students in Hanoi Foreign Languages Specializing School (HFLSS) and Nguyen (2011) the exploitation of eliciting techniques by fourth-year students in their teaching practicum at University of Languages and International Studies, Vietnam National University Despite their thorough investigation into the same issue, there is still room for the current study to bridge To be more specific, the two first researchers worked on the issue of applying elicitation techniques to teach high school students whose learning behaviors and goals are remarkably different from university students‟ The most recent one worked on the use of eliciting techniques by student-teachers among students who major in English, which is totally different from the context of this study In addition, Pham (2006)‟s study zoomed into the context of vocabulary teaching, thereby excluding other language components and skills With a desire to both fill these gaps to a certain extent and follow a different research implementation approach, the present researcher investigated the employment of elicitation in teaching speaking skill to first year non-English-major students In sum, filling the gaps made by the two earlier studies is another impetus for the researcher to conduct the present one Lastly, the subject of the current study is really worth taking into consideration In the status of newcomers to university, first-year students had notable difficulties in adapting to a new academic environment and getting accustomed to new learning strategies Also, as English is not their major, these obstacles tend to affect them much worse If those problems are not completely solved, they may leave long-term bad effects on students‟ academic achievements Meanwhile, for the past few years, University of Engineering and Technology (UET) has tremendously enforced a number of policies to enhance the quality of graduates, one of which is the fulfillment of English proficiency standard as a prerequisite for graduation Therefore, an investigation into teachers‟ current employment of elicitation in teaching English speaking skill to this population plays a more significant role than ever 1.2 Aims and objectives In doing the research, the author attempted to address three main aspects Firstly, the study investigated how teachers conceived about elicitation in teaching speaking skill In addition to the concepts, their actual employment was also closely looked at Last but not least was students‟ evaluation on the effects of elicitation teaching on their performance These objectives were accomplished by answering the following questions: What is teachers‟ concept of elicitation in teaching English speaking skill to first-year students of UET, VNU, Hanoi? How they employ elicitation in teaching English speaking skill to first-year students of UET, VNU, Hanoi? What effects does the employment have on students? 1.3 Scope of the study First and foremost, the research focused on teachers‟ application of elicitation techniques in speaking lessons only in order to foster students‟ talk Therefore, application into other kinds of lessons and the outcomes of the teaching on other linguistic skills are not taken into consideration Also, as stated in the earlier part, the research targeted at freshmen of UET, VNU only, which excluded those from other academic levels and institutions 1.4 Significance of the study It should be noted that the research was a great attempt to approach an issue which is no longer new but still needs more profound research Therefore, once finished, it can bring various benefits to involved parties namely students, teachers, educational administrators and researchers of the relevant fields Firstly, students and teachers of UET, VNU, Hanoi are those who directly benefit from the information the research provides Teachers will have a comprehensive look at the situation of their own application of elicitation teaching to increase students‟ talk, realize obstacles that they themselves and their colleagues have encountered and work out solutions to amend their teaching practice Students are likely to be well aware of their rights and responsibilities to raise voice in class Also, they will be offered more speaking chance during lessons Educational administrators may be provided with a close and comprehensive view into the current situation before implementing necessary amendments in terms of curriculum, facility provision and other policies Researchers of the relevant fields can also refer to the present work for literature review In general, students, teachers, educational administrators and researchers are those who are likely to benefit from the study in different ways 1.5 Overview of the rest of the paper The rest of the paper consists of four following chapters Chapter provides background theories underlying the issue including definition of key concepts and relevant knowledge in accordance with a review of related studies of the same field Chapter presents the methodology of the research including features of participants, research setting, research instruments, data collection and data analysis procedure Chapter reports and discusses findings which answer the four research questions It also offers recommendations to relevant parties so as to accomplish a higher effectiveness of elicitation teaching Chapter summarizes major findings, highlights contributions of the research, puts forward practical suggestions for future research as well as addresses noted limitations of the study In conclusion, the initial chapter has presented basic understanding of the research including rationales for doing the research, objectives, scope, significance and overview of the rest of the paper CHAPTER 2: LITERATURE REVIEW This chapter means to review background theories related to the issue including definitions of key concepts and relevant knowledge Several related studies of the same field are also brought to discussion 2.1 Key concepts and relevant knowledge Elicitation teaching is a typical execution of communicative teaching approach and has been extensively employed by teachers who are committed to Communicative Language Teaching (CLT) This fact shows a tight relationship between CLT and elicitation teaching Therefore, before digging deeper into the major concept, it is significant to review the theory of the underlying approach 2.1.1 Communicative Language Teaching CLT has emerged as by far the most popular teaching approach defaulted in almost every English language classroom worldwide Kumaravadivelu (1993: 12) affirmed the influential power of CLT that “CLT which started in the early 1970s has become the driving force that shapes the planning, implementation and evaluation of English language teaching programs (ELT) in most parts of the world” Richard (2005: 6) also gave a full account of what language teachers mean by “communicative”: Communicative Language Teaching (CLT) can be understood as a set of principles about the goals of language teaching, how learners learn the language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and students in the classroom CLT includes a complete code of laws that should be strictly complied with in order to develop learners‟ communicative competence as the ultimate goal, which collides with what Harmer (2001: 86) believes: “CLT features learning sequences which aim to improve the students‟ ability to communicate” In addition, Rudder (2000) claimed that “the essence is language for communication and self-expression” It can be inferred from these views that teaching students how to use the language and to communicate in a language is considered to be at least as important as learning the language itself To maximize learning potential in a communicative classroom, teachers are instructed to make use of various tools which help to create genuine communication, one of which is the use of elicitation techniques 2.1.2 Elicitation 40 Teacher Education, University of Languages and International Studies, Vietnam National University, Unpublished BA thesis, ULIS, VNU, Hanoi Nguyen T.T.H and Khuat T.T.N (2003), “Learning Vocabulary through Games”, Asian EFL Journal Nunan D (1991), “Communicative tasks and the language curriculum”, TEOSL Quarterly, 25 (2) Oxford Advanced Learner‟s Dictionary (2008), Oxford University Press, Oxford Pham H (2006), Using elicitation techniques to teach Vocabulary to 11th form students in Hanoi, Unpublished BA thesis, English Department, CFL, VNU, Hanoi Richard J.C (2005), Communicative Language Teaching Today, Cambridge University Press, New York Rudder M (2000), “Eliciting student-talk”, English Teaching Forum, 37(2), pp 17- 19 T N (2004), Tiếng Anh sinh viên Việt Nam trình độ thấp so với giới Retrieved from http://vietbao.vn/Giao-duc/Tieng-Anh-cua-sinh-vien-Viet-Nam-otrinh-do-rat-thap-so-voi-the-gioi/45125542/202/ on 20 November 2011 To T H., Nguyen T.M and Nguyen T.T (2008), ELT Methodology I Course Book ULIS, VNU, Hanoi Tran H (2007), Eliciting technique to teach speaking skill to grade-10 students at Hanoi Foreign Language Specializing School, Unpublished BA thesis, English Department, CFL, VNU, Hanoi Ur P (1996), A course in language teaching: Practice and theory, Cambridge University Press, Cambridge Wright A., Betteridge M and Buckby M (1984), Games for Language Learning, Cambridge University Press, Cambridge I APPENDIX TEACHER QUESTIONNAIRE I am Chu Thi Huyen Mi from K18B, Faculty of Post-Graduate Studies – University of Languages and International Studies, Vietnam National University, Hanoi I am conducting a research on “Teachers’ use of elicitation techniques to teach speaking skill to first-year students of UET, VNU, Hanoi” and this questionnaire is an indispensable part of the research Hence, your response is highly appreciated Please give your answers sincerely to guarantee the success of this research I would like to thank you very much for your kind help THE CONTENTS OF THIS FORM ARE ABSOLUTELY CONFIDENTIAL INFORMATION IDENTIFYING THE RESPONDENT WILL NOT BE DISCLOSED UNDER ANY CIRCUMSTANCES I Personal Information Qualification: MA BA PHD Years of working:………… II Questions How often you teach speaking skill by getting students to provide information rather than giving it to them? a Never b Rarely c Sometimes d Often e Usually How effective, you think, the above way of teaching is on the following cases? (Please tick in the appropriate blank, the numbers 1-5 indicate the ascending effectiveness) Effects on… Checking students‟ understanding of the focus issues II Measuring students‟ levels 3.Increasing students‟ speaking time/reducing teachers‟ speaking time Activating students‟ background knowledge Keeping students motivated Exposing students to incidental useful language Having students learn how to guess Others: …………… What are the shortcomings of teaching speaking in the above way? Shortcomings Never Rarely Sometimes Often Usually That above way of teaching… Is time-consuming 2.Causes more teachers‟ speaking time 3.Causes particular students to dominate speaking 4.Tends to be hard for teachers to approach shy students 5.Tends to be easily abused by teachers Others: ……………………… How often you use these techniques in engaging students to speak? III Techniques Never Rarely Sometimes Often Usually Questioning Using pictures Using games and activities Using texts and dialogues Using non-verbal language Others: … When using the techniques mentioned in Question 4, you……… Never lesson Combine different techniques Ask questions requiring specific knowledge Alternate types of questions Direct questions to a variety of students Wait until students volunteer to response Correct students‟ responses 8.Let students draw responses from one another Write all students‟ responses on the board Some- y Let students response at any time during the Rarel times Often Usually IV Others: … THANK YOU FOR YOUR COPPERATION In case you want to ask anything about the questionnaire, please contact me on 0987 488 046 or via michu.hulis@gmail.com V STUDENT QUESTIONNAIRE (English version) I am Chu Thi Huyen Mi from K18B, Faculty of Post-Graduate Studies – University of Languages and International Studies, Vietnam National University, Hanoi I am conducting a research on “Teachers’ use of elicitation techniques to teach speaking skill to first-year students of UET, VNU, Hanoi” and this questionnaire is an indispensable part of the research Hence, your response is highly appreciated This is not a test, so there are no right or wrong answers and even your name is not required to be filled in It is your personal opinion that really interests us Please give your answers sincerely to guarantee the success of this research I would like to thank you very much for your kind help THE CONTENTS OF THIS FORM ARE ABSOLUTELY CONFIDENTIAL INFORMATION IDENTIFYING THE RESPONDENT WILL NOT BE DISCLOSED UNDER ANY CIRCUMSTANCES I Personal Information Class: ………… Latest English oral score: ………………… II Questions In a speaking lesson, when being evoked to speak by teachers,… how you feel? a Very confident to speak b Confident to speak c A bit nervous to speak d Nervous to speak is your background knowledge activated? a Very much b Much c So-so d Not at all does your talk time increase? a Very much b Much VI c So-so d Not at all you feel embarrassed to listen to your friends rather than your teachers? a Very much b Much c So-so d Not at all you remember the lesson better when students are all encouraged to speak in the classroom? a Very much b Much c So-so d Not at all VII BẢN CÂU HỎI (DÀNH CHO SINH VIÊN) (Bản tiếng Việt) Chào bạn! Tôi tên Chu Thị Huyền Mi, học viên lớp K18B, Khoa Sau Đại học, trường Đại Học Ngoại Ngữ, Đại Học Quốc Gia Hà Nội Tôi tiến hành nghiên cứu “Việc sử dụng thủ thuật gợi mở để dạy kĩ nói cho sinh viên năm thứ trường Đại học Công Nghệ, Đại học Quốc Gia Hà Nội” Phiếu điều tra phần quan trọng nghiên cứu Vì vậy, tơi mong nhận ý kiến trung thực từ phía bạn để nghiên cứu thu kết tốt Cám ơn bạn nhiều! Nội dung điều tra hoàn toàn tuyệt mật Thông tin cá nhân đối tượng tham gia điều tra bảo đảm tuyệt đối I Thông tin cá nhân Lớp: Điểm thi nói Tiếng Anh kì trước:………… II Câu hỏi Trong học nói tiếng Anh, giáo viên sử dụng thủ thuật gợi mở để khuyến khích bạn nói,…… bạn cảm thấy nào? a Rất tự tin b Tự tin c Hơi run d Rất run kiến thức bạn có kích hoạt? a nhiều b nhiều c bình thường d khơng chút thời lượng nói trung bình bạn có tăng lên hay khơng? a nhiều b nhiều VIII c bình thường d khơng chút bạn có thấy khó chịu nghe bạn lớp trình bày tiếng Anh thay thầy (cơ) nói? a Rất nhiều b Nhiều c Bình thường d Khơng chút bạn có thấy nhớ học dễ dàng lớp lơi vào hoạt động nói? a dễ nhiều b c đơi chút d khơng chút CẢM ƠN CÁC BẠN RẤT NHIỀU Nếu có điều thắc mắc, xin vui lịng liên hệ với tơi theo địa email michu.hulis@gmail.com theo số 0987 488 046 IX APPENDIX INTERVIEW QUESTIONS I Personal information Qualification:……… Years of working:……… II Interview questions How often you teach speaking skill by getting students to provide information rather than giving it to them? Do you think this way of teaching is beneficial to you and to your students or not? Why or why not? Do you see any disadvantages in following this way of teaching? If yes, what are they? What techniques you often use in getting students to provide information rather than giving it to them? How often you use these techniques? What principles you comply with when applying these techniques? X APPENDIX INTERVEW TRANSCRIPT (Teacher 1) Time: 14:00  14: 20 Location: Room 303 G2 Building, UET, VNU Teacher’s personal information: Female, six-year teaching experience, currently teaching Group and of K55 Interview transcript (Q: Question & A: Answer) Q: Good afternoon How are you? A: Hi Thank you Q: Thank you for coming to the interview today As far as you are informed, my name is Chu Thi Huyen Mi from Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University I‟m doing a research on “Employment of elicitation techniques to teach speaking skill to first-year students at University of Engineering and Technology, VNU, Hanoi” Now, I‟d like to seek your opinion on this issue Hope to have your cooperation And please feel free to share the information as it will be kept in secret under any circumstances A: Ok Sure! You‟re welcome Q: How often you teach speaking skill by getting students to provide information rather than giving it to them? A: As an English teacher of new generation where CLT is widely advocated and exercised, I strictly follow teaching methods of this approach I try to give students more chance to talk rather talk myself for most of the time As far as I am concerned, the method that we‟re talking about is called “elicitation” in ELT.” Q: That‟s exactly right So what techniques you often use to elicit students‟ talk? A: Elicitation may vary….from using questions, using pictures, using games, etc Sorry, I can‟t remember them all Whatever technique we use, the main purpose is to make students open their mouth and raise their voice Q: Okay What technique you the most often among all listed? A: I use them all, but….the one that is the handiest is asking questions Q: How about other techniques? XI A: Actually, it depends on many factors like the lesson objectives, the availabilities of the facility and so on I need to consider which to use for each of my lesson and of course, they are not equally used, in terms of frequency Q: Why you often use these techniques, especially questioning? A: As I already said, eliciting gives more chance for students to talk Instead of listening to me all the time for the theory, they have to answer my questions about that theory and constructing the lesson themselves Playing games or doing activities makes them move, act and talk, so they will develop their speaking That‟s the ultimate goal of my elicitation Q: Is elicitation all for students‟ sake? A: Absolutely no It‟s also a tool for me to measure my students‟ level, their learning attitudes and see whether they understand the lesson or not Q: Is it always favorable to use this way of teaching? A: No, either There are many disadvantages, the biggest one is that it consumes a lot of time Q: Why so? A: Because sometimes eliciting a word or explanation can take ten times as long as just explaining it, especially when students find it difficult to understand my elicitation Paraphrasing a question or altering eliciting techniques makes me more tired and takes more time than straight worthy presentation Also, I spend a lot of time preparing for materials used for elicitation Q: Besides the matter of time, are there any other shortcomings? A: Yeah They can cause inequality in the speaking chance among students Those who seem to be willing to respond to elicitation stand at a higher chance of practicing their oral skill In contrast, shy students shelter themselves from producing talk Q: Okay I see In elicitation, you follow any rules or principles to get the best effects? A: Sure You know elicitation is not easy as some may think It doesn‟t only mean drawing talk from students but also maintaining the likelihood of their future talk Therefore, I have to possess proper manners Q: Can you elaborate some of them? A: As stated previously, there are many elicitation techniques, the use of which should be regulated by the lesson objective and other factors Hence, as a teacher, you need to select, XII alternate and combine them together to meet the demands of each lesson What‟s more, the teacher needs to distribute the questions to a variety of students Q: Do you often correct students‟ response to your elicitation? A: It depends Sometimes students can correct their peers‟ responses so you can skip immediate correction in these cases to save time Q: Do you often write all responses onto the board? A: Not often, because it takes time and maybe counter-productive as students may memorize incorrect answers instead of the correct ones Q: They sound interesting Okay, that‟s the end of the interview Thanks so much and see you later A: You‟re welcome Bye XIII APPENDIX OBSERVATION CHECKLIST Date: 15 January 2011 Time: 13:00 – 13: 50 (50 minutes) Location: Room 303 G2 Building, UET, VNU Unit: File 1D – Devil‟s dictionary Participants: 34 students and one teacher of Group Teacher Techniques use to elicit students’ talk and the frequency of using each technique Student Students’ participation - What techniques are used? How often? Are they active and confident to give answers to teachers‟ questions? - Pictures: - Games: - Text: - Activities: - Questions: peers‟ responses to the - Body language: teacher‟s question? - How questions Teachers’ elicitation manners - When to elicit during a lesson - Combine many techniques? - Alternate types of questions? - Ask questions requiring specific knowledge? - Direct questions to a variety of students? - Wait until students respond? - Let students elicit one another? they answer requiring specific knowledge? - How they react to their XIV - Correct students‟ responses? - Write responses onto the board? ... NATIONAL UNIVERSITY, HANOI VIỆC SỬ DỤNG CÁC THỦ THUẬT GỢI MỞ CỦA GIÁO VIÊN ĐỂ DẠY KĨ NĂNG NÓI CHO SINH VIÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC CÔNG NGHỆ, ĐẠI HỌC QUỐC GIA HÀ NỘI M.A Minor Programme Thesis... Forum, 37(2), pp 17- 19 T N (2004), Tiếng Anh sinh viên Việt Nam trình độ thấp so với giới Retrieved from http://vietbao.vn/Giao-duc/Tieng-Anh-cua -sinh- vien-Viet-Nam-otrinh-do-rat-thap-so-voi-the-gioi/45125542/202/... of the teachers choosing Point and the other half choosing Point Clearly, in these four aspects, no respondents ticked Point or lower Points However, a percentage of up to 40% choosing that category