MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES A STUDY ON TEACHERS’ ASSESSMENT OF MICROTEACHING BY EFL TEACHER STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2015 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES A STUDY ON TEACHERS’ ASSESSMENT OF MICROTEACHING BY EFL TEACHER STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: HUE, 2015 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGHIÊN CỨU VIỆC ĐÁNH GIÁ CỦA GIÁO VIÊN ĐỐI VỚI VIỆC THỰC HÀNH GIẢNG DẠY THEO QUY MÔ NHỎ CỦA SINH VIÊN NGOẠI NGỮ TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: HUE, 2015 ii STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 02/ 8/ 2015 Signature Full name iii ABSTRACT This thesis reports a study on teachers’ assessment of microteaching by EFL teacher students at Hue University of Foreign languages It was carried out in order to collect information about students’ perceptions and reflections of teachers’ assessment of microteaching, the present implementation of microteaching evaluation, some existing pitfalls students encountered during the process of microteaching assessment and some suggestions given to improve them A combination of both qualitative and quantitative approaches was used in this study In order to collect the data for the research, 100 students from Hue University of Foreign Languages were invited into the study Questionnaires, interviews and observation sheet were used as data collection tools The results from the questionnaires were affirmed through interviews with open questions for 10 students In addition, students’ microteaching evaluation sheets were collected to illustrate how teachers evaluated students’ microteaching performance The results show that students at Hue University of Foreign Languages were concerned with microteaching assessment, but their perceptions and reflections on microteaching were different Besides, the study found some pitfalls in applying microteaching assessment such as time for microteaching, grading proportions, and classmate students’ English proficiency From the findings of the study, some pedagogical implications were made so that both teachers and students can better towards assessing microteaching iv ACKNOWLEDGEMENTS I would like to express my heartfelt gratitude and appreciation to a number of people, without whose support and involvement, this thesis would not have been completed Firstly, I am deeply indebted to my supervisor for her continuous support, encouragement, patience, dedication and critical feedback From her, I have acquired knowledge and research skills which are not only useful for conducting the study reported in this thesis but only for my future career Secondly, I would like to thank my close friends in MA course at Hue College of Foreign Languages for their enthusiasm and kindness to me My thanks are also sent to the fourth-students at Hue College of Foreign Languages who were willing to take time out of their own busy schedule to cooperate in my interviews and answering the questionnaire Finally, I would like to dedicate this thesis to my mother, my husband and my children for their constant love, patience and support throughout the entire writing process Hue, August 2015 v TABLE OF CONTENTS Contents Pages SUB COVER PAGE STATEMENT OF AUTHORSHIP ABSTRACT ACKOWLEDGEMENTS TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES LIST OF CHARTS vi LIST OF ABBREVIATIONS ARG : Assessment Reform Group EFL : English as a Foreign Language LCMT : Learner-Centered Micro Teaching U.S : The United States vii LIST OF TABLES viii LIST OF CHARTS ix Dadswell, S L (2000) Microteaching Section: So Little Time Retrieved January 5th 2015 from www.yorku.ca/cst/grads/resources/Micro-teaching-So-LittleTime.pdf David, N T., Kumtepe, E G & Aydeniz, M (2002) Fostering Continuous Improvement and Learning through Peer Assessment: Part of an Integral Model of Assessment Educational Assessment, 12 (2), 113-135 Davis, E (1980) Teachers as Curriculum Evaluations George Allen & Unwin Australia Pty Ltd Deniz, Sabahattin (2010) Implications of Training Student Teachers of Pre schooling through Micro-teaching Activities for a Classroom with Mentallydisabled Students, Egitim Fakultesi, Mugla University, retrieved from http://www.academicjournals.org/err/PDF/Pdf%202011/Aug/Deniz.pdf as on 5/01/15 Egunjobi, A O., Nwaboku, N & Salawu, I O (2011) EDT 733: Facilities for Media Utilization in the Instructional Process and Microteaching Skills; Lagos, National Open University of Nigeria Eick, C., Meadows, L., and Balkom, R (2005) Breaking into inquiry The Science Teacher, 72(7), 49-53 Eksi, G (2012) Implementing More Reflection in Microteaching Education and Science, 37(164), 267-282 Fernández, M L., and Robinson M (2006) Prospective Teachers' Perspectives on Microteaching Lesson Study http://findarticles.com/p/articles/mi_qa3673/is_2_127/ai_n29321093/pg_7/? tag=content;col1 Fernández M (2010) Investigating How and What Prospective Teachers Learn through Microteaching Lesson Study http://www.mendeley.com/research/investigating-howand-what-prospectiveteachers-learn-through-microteaching-lesson-study/ xcvii Francis, D (1997) Reconceptualizing Micro- teaching as a Critical Inquiry AsiaPacific Journal of Teacher Education, Pro-Quest Educational Journal, 25(3) Garfield, J (1994) Beyond Testing and Grading: Using Assessment To Improve Student Learning Journal of Statistics Education, 2(1) Gatfield, T (1999) Examining Student Satisfaction with Group Projects and Peer Assessment Assessment & Evaluation in Higher Education, 2, 365-377 Geddes, M & Raz, H (1979) Studying Pupil- Teacher Interaction In Holden, S (Ed.), Teacher Training Melbourne: Modern English Publications Limited, 59-63 Gee, J B (1992) Innovation in Instructional Strategies Used with Graduate Students Enrolled in an Advanced Heterogeneous Method Class (ERICED354814 HE 026233) Ghanaguru, S., Nair, P., & Yong, C (2013) Teacher Trainer’s Beliefs in Microteaching and Lesson Planning in a Teacher Training Institution The English Teacher XLII (2) Gibbs, G & Simpson, C (2004) Conditions under which Assessment Supports Students’ Learning Learning and Teaching in Higher Education, 1, 3-32 Goetz, T (2011) The Feedback Loop: How Technology has turned an Age-old Concept into an Exciting New Strategy for Changing Human Behavior, 126-162 Görgen, İ (2003) The Effect of Microteaching Practises on Student Teachers’ Views of Giving Lessons in The Classroom Journal of Hacettepe University Education Faculty, 24, 56-63 Gỹrses, A., Bayrak, R., Yalỗn, M., Aỗkyldz, M., & Doğar, Ç (2005) Investigation of Effectiveness of Microteaching at Practicum Kastamonu Education Journal, 13 (1), 1-10 Hosp, J L (2010) Linking Assessment and Instruction: Teacher Preparation and Professional Development Prepared for the National Comprehensive Center for Teacher Quality Available from http://www.tqsource.org/pdfs/TQ_IssuePaper_Asse xcviii Ike, G A (2003) Essentials Elements of Microteaching; Owerri-Nigeria: Totan Publishers Ltd Ingersoll, R and Strong, M (2011) The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research Review of Education Research Isa, N H & Jusoff, H K (2011) Thinking Through Content Instruction: Microteaching Unveils Theory and Practice: Language Studies, (1), 37-43 Jason, C V & Tiffany, K (2010) A Review of Recent Studies on Differential Reinforcement during Skills’ Acquisition in Early Intervention: J.ApplBehav Anal; 43(2), 351-355 350.dol:101901/jaba 2010.43.350 Karamustafaoglu, O and Akdeniz, A R., (2002) Fizik Ögretmen Adaylarının Kazanmaları Beklenen Davranısları Uygulama Okullarında Yansıtabilme Olanakları V.UFBMEK Bildiri Kitabı, ODTÜ Kilic, A (2010) Learner-centered Micro Teaching in Teacher Education International Journal of Instruction, 3(1), 77-100 Konstantinos, C (2012) Microteaching: ‘A Middle Aged’ Educational Innovation: Still in Fashion? SOE15-chatzidimou.pdf-Foxit Reader Kottamp, R (1990) Means of Facilitating Reflection Education and Urban Society, 22(2), 182- 203 Kpanja, E (2001) A Study of the Effects of Video Tape Recording in Microteaching Training Br J Educ Tech 32(4), 483-486 Kỹlahỗ, G (1994) Mikroöğretimde Fırat Üniversitesi Teknik Eğitim Fakültesi Deneyimi I Model Geliştirme Eğitim ve Bilim, 18(91), 12-23 Le, P H H (2004) A Socio-cultural Analysis of Learning English in Unassisted and Assisted Peer Groups at University in Vietnam Unpublished Ph D thesis, Victoria University of Wellington Lederman, N and Gess-Newsome, J (1991) Metamorphosis, Adaptation, or Evolution? Preservice Science Teachers’ Concerns and Perceptions of Teaching and Planning, Science Teacher Education, 75(4), 443–456 xcix MaGarvey, B and Swallow, D (1986) Micro-teaching in Teacher Training Education London: Mackays of Chatham Ltd Mahmud, I., & Rawshon, S (2013) Micro Teaching to Improve Teaching Method: An Analysis on Students’ Perspectives IOSR Journal of Research & Method in Education (IOSR-JRME), 1(4), 69-76 McKnight, P C (1980) Microteaching: Development from 1968-1978 British Journal of Teacher Education, 6, 214-227 McKnight, P C (2003) Microteaching in Training: A Review of Research in Pedagogy, London Milanowski, A (2011) Strategic Measures of Teacher Performance Phi Delta Kappan, 92(7), 19-25 Moore, A (1979) Microteaching without Video In Holden, S (Ed.), Teacher Training Melbourne: Modern English Publications Limited, 63-65 Nguyen, T N (2013) An Investigation into English Language Teachers’ and Students’ Attitudes towards Microteaching at Tien Giang University Unpublished MA thesis, Hue University Nguyen, T P L (2008) Peer Feedback in Microteaching- Its Effects on EFL Students Unpublished BA research paper, Hue University Nielsen, S (2004) Teacher and Traıners in Vocational Educationa and Training in the Partner Countries an Overview In International Conference on VET Teacher Training: VET Teacher Training, 1, 355-362 Ankara: SVET Ofoefuna, M O (2002) Mediated Micro-teaching Practicum, a Worthwhile Innovation in the Teacher Education Program at the University Level in Nigeria: Journal of the World Council for Curriculum and Instruction, Nigeria Chapter, 3(1), 95-104 Ogeyik, M C (2009) Attitudes of the Students Teachers in English Language Teaching Programs towards Microteaching Technique English Language Teaching, 2(3), 205-212 c Pandey, T (1991), A Sampler of Mathematics Assessment, Sacramento, CA: California Department of Education Patel, M A I & Mohasina, A (2011) The Practice of Microteaching as a Training Technique in Teacher Education: academic papers.blogspot.com/2011/06 Perone, J & Tucker, L (2003) An Exploration of Triangulation of Methodologies: Quantitative and Qualitative Methodology Fusion in an Investigation of Perceptions of Transit Safety Summary of Final Report, BC Principles of Assessment for learning Assessment Resources Center New South Wales Government Retrieved on January th, 2015 from http://are.boardofstudies.nsw.edu.au/go/k-6/principles-of-assessment-forlearning/ Race, P (2001) A Briefing on Self, Peer and Group Assessment Learning and Teaching support Network, 3, York Science Park: York Rea-Dickins, R P (2000) Classroom Assessment Teaching and Learning in Language Classroom Oxford: Oxford University Press Richards, J C (2001).Curriculum Development in Language Teaching Cambridge University Press: Cambridge Sang, M S (2012) Pedagogi Untuk Pengajaran dan Pembelajaran Selangor: Penerbitan Multimedia Sdn Bhd Savaş, P (2012) Use of Digital Video Recording in the Preparation Stage of Preservice Foreign Language Teachers’ Micro-teachings International Journal on New Trends in Education and Their Implications, 3(8), 107-116 Saxena, S K & Khajanche, A (2012) Teaching Skills; Mod-2(FirstDraftDone).pdf Schumacher, S & McMillan, J H (1993) Research in Education A conceptual Introduction (3rd edition) New York: Harper Collins College Publishers Scriven, M (2009) The Evaluation of Training Available from http://www.docstoc.com/docs/6603785/Evaluation-of-Training Şen, A İ (2009) A Study of Effectiveness of Peer mictoteaching in a Teacher Education Program Eğitim ve Bilim-Education and Science, 34(151), 165-174 ci Şen, A İ (2010) Effect of Peer Teaching and Micro Teaching on Teaching Skills of Pre-Service Physics Teachers Eğitim ve Bilim-Education and Science, 35(155), 78-88 Shah, Masrur ( 2011) Impact of Micro Teaching Skills on the Performance of Primary School Teachers http://www.gu.edu.pk/GUJR/PDF/PDF- June2011/3% 20Manzoor%2015-29%20Paper.pdf Singh, S (2011) Teaching Competency through Microteaching Approach; indianfusion.aglasem.com/% FP% 3DI3323 Slagoski, J D (2007) Practicum: Microteaching for Non-native Speaking Teacher Trainees English Teaching Forum, 45 (4), 32-37 Stanley, C (1998) A Framework for Teacher Reflectivity, TESOL Quarterly, 32(3), 584–591 Stenmark, J (1991) Mathematics Assessment: Myth, Models, Good Questions and Practical Suggestions National Council of Teachers of Mathematics: Reston Stiggins R., Arter J., Chappuis J., Chappuis S (2004) From Classroom Assessment for Student Learning: Doing It Right- Using It Well Portland, Oregon: Assessment Training Institute, 89-121 Stronge, J H., & Tucker, P D (2001) Teacher Evaluation and Student Achievement Education Consumers Foundation, 1(3) Tan, A L., Tan, S C., and Wettasinghe, M (2011) Learning to be a science teacher: Reflections and lessons from video-based instruction http://www.ascilite.org.au Teg, F (2007) Microteaching Technique; voices.yahoo.com/micro-teaching-tec Tidwell, S (Retrieved on 5/1/2015) Ideas for Microteaching www.ehow.com/list 65863667-ideas-mic-te Ur, P (1991) A Course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press Valli, L (1997) Listening to Other Voices: A Description of Teacher Reflection in the United States Peabody Journal of Education, 72, 67-88 cii Voltz, D L., Sims, M J and Nelson, B (2010) Connecting Teachers, Students and Standards: Strategies for Success in Diverse and Inclusive Classrooms Alexandria, VA: Association for Supervision and Curriculum Development Wahba, E H (2003) Microteaching English Teacher Forum, 41(4), 44-45 Wallace, M J (1991) Training Foreign Language Teachers Cambridge University Press Wang, P (2013) Micro-teaching: A Powerful Tool to Embedding the English Teacher Certification Testing in the Development of English Teaching Methodologies International Journal of English Language and Literature Studies, 2(8), 163-175 Webb, N M (2005) Group Collaboration in Assessment: Multiple Objectives, Processes, and Outcomes, Language Testing, 22(1), 93-12 Widiyatmoko, A., & Nurmasitah, S (2013) A study of Classroom Interaction in Microteaching Class Conducting in English: The Case at Fifth Year of Science Education Study Program of Semarang State University International Jounal of Humanities and Management Sciences (IJHMS), 1(3), 118-192 Woods, D (1996) Teacher Cognition in Language Teaching: Beliefs, DecisionMaking and Classroom Practice Cambridge University Press: Cambridge Yeany, R (1978) Effects of Microteaching with Videotaping and Strategy Analysis on the Teaching Strategies of Preservice Science Teachers Science Education, 62(2), 203-207 YÖK (1998) Fakülte-Okul İşbirliği [Faculty-School Cooperation] YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi Hizmet Öncesi Öğretmen Eğitimi, Ankara: Bilkent Yusuf, M O (2006) Influence of Videotaping and Audiotaping Feedback Modes on Student Teachers’ Performance in Microteaching; Malaysian Online Journal of Instructional Technology (1) www.unilorin.edu.ng/newsite2/EDUCAT ciii APPENDICES APPENDIX A QUESTIONNAIRE FOR STUDENTS The purpose of this questionnaire is to collect data for a research entitled: “A study on teacher’s assessment of microteaching by the EFL teacher students at Hue University of Foreign Languages” Please read the questionnaire carefully and circle your choices and where necessary, please write your answer The data collected will be used for this study only; not for any other purposes Please provide your personal information Name (optional): …………………………………… What kind of microteaching you take part in? a Pair microteaching b Group microteaching (number of group members: ………………………) c Other ideas (please specify/write): ………………………………………… How much time is spent on ONE microteaching lesson in your class? …………… minutes To what extent you apply the theories of teaching methodology courses into your microteaching? a Very much b Much c Not really d Not at all In what way you think the theories of methodology courses helped prepare you for the real teaching experience? (Many choices are acceptable) E I feel more confident in front of my future students F I react to unexpected classroom problems better G I design the lesson plan more properly H I allocate the time for each activity more appropriately I Other ideas (please specify/write): ……………………………………… civ According to you, what are some purposes of microteaching assessment? (Many choices are acceptable) E To inform how well students have learned and where they are having difficulties F To help trainee teachers know about reality or difficulties in teaching practice G To help students determine their overall strengths and weaknesses H To equip trainee teachers with necessary teaching skills I Other ideas (please specify/write): ………………………………………… What you think about the principles of microteaching assessment? (Many choices are acceptable) Microteaching assessment should: F Be part of effective planning of teaching and learning G Be regarded as a key professional skill for teachers H Motivate students’ teaching practice I Provide students with guidance about how to improve their teaching J Recognize what students achieve K Other ideas (please specify/write): ………………………………………… Are you informed of criteria or requirements for performance of microteaching clearly? a Yes b No c Other ideas (please specify/write): ………………………………………… When are the criteria informed? a Before microteaching starts b When microteaching processes c After microteaching finishes Who creates the requirements of performance of microteaching and criteria for microteaching assessment? a Your teacher b You cv c Both a and b 10 When your teachers assess your microteaching? a Before microteaching starts b During process of the microteaching performance c After microteaching finishes 11 Who are involved in the process of microteaching assessment? a Your teacher b You c Both a and b 12 Which criteria your teachers often use to assess your microteaching? (Many choices are acceptable) a Teaching performance b Lesson plan c Visual aids d Classroom management e Understanding of teaching methods f.Time management g English use h White/black board using i.Manner/appearance (confidence/nervousness) j.Cooperation between members in your group k Interaction between trainee teachers and classmates l.Other ideas (please specify/write): …………………………………………… 13 How are marks given to microteaching members? a All members receive the same marks b Members receive different marks c Students are given marks individually If you chose b for the question above, please answer the following question: How are different students assessed? F By students’ self assessment G By students’ peer assessment cvi H By specific tasks each student took I By the teacher’s direct observation (through students’ performance in front of class) J Other ideas (please specify/write): …………………………………… 14 What you think about the disadvantages of microteaching? (Many choices are acceptable) E Classmates’ English proficiency is higher than that of real students F The amount of time allowed for the lesson is shorter than in reality G The time allocation for microteaching activities is inadequate H The practice of microteaching is unreal I Other ideas (please specify/write): ………………………………………… 15 In your opinion, microteaching assessment should: (Many choices are acceptable) E Reflect clear educational purposes of assessment task F Be suitable with the aims of learning courses G Help students to know their strengths and weaknesses H Let students have opportunity to learn whatever is being assessed I Other ideas (please specify/write): ………………………………………… 16 What you want to know about microteaching assessment? E Guidelines on how to perform F Assessment methods and criteria are informed and linked to purposes learning outcomes clearly G Time for microteaching H Grading proportions I.Other ideas (please specify/write): ………………………………………… cvii 17 What you think should be done to improve the effectiveness of microteaching as a tool of teaching practice? (Many choices are acceptable) I Classmates should have low English proficiency J Classmates should totally obey the teacher trainee K The use of modern facilities should be limited L The number of classmates should be the same as that in a real class M The time allotted for microteaching practice should be increased N More theories of teaching skills should be improved in the methodology courses O Pair microteaching should be used the most in your methodology courses P Microteaching should be implemented earlier Q Others ideas (please specify/write): …………………………………… Thank you for your cooperation! cviii APPENDIX B INTERVIEW QUESTIONS Do you think the teachers’ assessment of your microteaching is important? Why or why not? How does the teachers’ assessment impact on you? Do you apply the theories of teaching methodology courses into your microteaching? How did you apply them? What you think about the way your teachers assess your microteaching? What you expect from your teachers when microteaching assessment is carried out in your class? What problems you face when your microteaching is assessed? What are your suggestions to improve these problems? CÂU HỎI PHỎNG VẤN Anh/Chị có nghĩ việc đánh giá giáo viên thực hành giảng dạy với quy mơ nhỏ (microteaching) quan trọng khơng? Vì sao? Việc đánh giá giáo viên tác động đến anh/chị nào? Anh/Chị có áp dụng lý thuyết phương pháp giảng dạy vào việc thực hành giảng dạy không? Anh/Chị áp dụng nào? Anh/Chị suy nghĩ cách giáo viên đánh giá thực hành giảng dạy anh/chị? Anh /Chị mong đợi từ việc giáo viên đánh giá thực hành giảng lớp? Anh/Chị gặp phải khó khăn giáo viên đánh giá việc thực hành giảng dạy anh/chị? Anh/Chị có đề xuất để cải thiện vấn đề hay không? cix ...MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES A STUDY ON TEACHERS’ ASSESSMENT OF MICROTEACHING BY EFL TEACHER STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES MA THESIS... answers for three following questions: How are EFL teacher students? ?? microteaching evaluated? What are EFL teacher students? ?? attitudes toward teachers’ evaluations of their microteaching? What... microteaching by EFL teacher students at Hue University of Foreign languages It was carried out in order to collect information about students? ?? perceptions and reflections of teachers’ assessment of microteaching,