Engagement with a Sequence of Feedback-Correction: A Case Study of Secondary School Students in Vietnam

Dang, Trang Thi Doan; Scull, Janet; Chowdhury, Raqib

doi:10.29333/iji.2022.15158a

Cited by 2 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Allen (1995) [1] asserted that ATL is an old concept originating from the Greeks and the Socratic method of questioning and the word "active" in ATL does not refer primarily to physical activity, but it refers to the "active mental processes" that involve learners in building knowledge (Allen, 1995) [1]. Meanwhile, according to Dang (2006) [13], ATL involves learners' activeness and flexibility in developing profound comprehension and in accounting for their own learning. Some researchers agreed that ATL consists of a variety of strategies to engage students in the process of learning and facilitate students becoming independent learners by enhancing students' motivation and excitement of learning (Benek-Rivera & Mathews, 2004 [8]; Bonwell & Eison, 1991 [9]; Yoder & Hochevar, 2005 [47]).…”

Section: Characteristicsmentioning

confidence: 99%

“…Although different researchers have compared the role of teachers in ATL to different images, such as gardeners (Fox, 1983) [15], midwives (Ayers, 1986) [5], guides (Hill, 1980) [20], football coaches (Barr & Tagg, 1995) [7], and maestros before an orchestra (Eisner & Reinharz, 1984) [14], they all share the same voice when it comes to the facilitative role of teachers. This role includes of three components "a knower, an activity organizer and a learning counsellor" (Dang, 2006) [13]. A "knower" defines a person who has a great deal of knowledge in the forms of "the target language" and "the choice of methodology" (Tudor, 1993) [44].…”

Section: The Role Of Teachermentioning

confidence: 99%

“…This paper will explore teacher perceptions of ATL through concentrating on a case of English teachers in a private primary school in Hanoi, Vietnam. Teachers of English are chosen for this study because English teaching is believed to involve more in ATL than other subjects (Dang, 2006) [13]. Findings from previous studies indicate that teaching methods at private schools such as the one in this research seem to be more active than those at public schools (Nguyen, 2011) [30].…”

Section: Introductionmentioning

confidence: 96%

See 2 more Smart Citations

Perceptions of Vietnamese Primary School Teachers of English About Active Teaching and Learning

Tran

Pham²

2023

SJ TTU

View full text Add to dashboard Cite

Vietnamese educational system, including primary level, has experienced a renovation towards Active Teaching and Learning (ATL) approach, which aims at creating a friendly environment for students to fully develop their creativeness and pro-activeness to become independent learners. The application of ATL also fulfills the desire of education in Vietnam to move from traditional pedagogy to a student-centered approach to suit the needs of globalisation era. In this transformation journey, teachers play a prime role since they are policy implementers. This qualitative case study with seven teachers of a private primary school in Hanoi explores the perceptions of these teachers of ATL and point out the challenges that they face in employing ATL in their teaching practice. In-depth interviews with seven open-ended questions based on Weimer’s (2002) five theme framework of ATL characteristics were conducted and analysed under Casual Layered Analysis (Inayatullah, 2004). The results disclose that while the participants show a sense of support ATL, they still insist on their exclusive centre in the classroom. Moreover, the study discovers that teachers have a basic understanding about ATL, however, they are confused about how to adopt this approach in practice. Barriers prevent teachers from taking ATL into account come from many directions such as pressure from educational system, pressure from students’ parents or the lack of training. Implications of the study are categorized into three main types, which consist of theoretical, practical and policy implications. It is highly recommended that future studies can be conducted to investigate students’ perceptions of ATL to compare with teachers’ perceptions. This will help to reveal if there is any mismatch between teachers’ and students’ beliefs to contribute to the implementation of ATL in primary schools in Vietnam.

show abstract