Secondary data - Data Analysis - Current Issues of English Teaching in Vietnam: An Analysis of

3.3 Data Analysis

3.3.2 Secondary data

The second data sources are exploited mainly based on the Notice No. 826/TB-BGDDT, the Notice No. 896/TB-BGDDT and the Dispatch No. 2653/BGDT-GDTrH of Vienam’s MOET;

combined with the Dispatch No. 825/SGDDT-GDTrH, Official Letter No. 629/SGDDT-GDTrH, and Document No. 631/SGDDT-GDTrH of the Department of Education and Training (DOET), Haiduong province.

28 Table 7: MOET and DOET’s documents

Dispatches/Notices/Official Letters/Documents Numbers

These dispatches are related closely and coded as Table 7. All dispatches of Haiduong’s DOET are issued based on the dispatches of Vietnam’s MOET. For example, the Dispatch No.

2653 /BGDDT-GDTrH of Vietnam’s MOET provisions on the criterions for evaluating language skills of FLTs on May, 2013. For high school teachers, they must have minimum language skills at level 5 (C1), and their accredited competences are based on one of the following elements:

Table 8: Criterion for foreign language certificate issued by Vietnam’s MOET Number 3

Vietnamese English

1. Chứng chỉ tiếng Anh quốc tế như TOEFL International; IELTS; CAE; FCE hoặc tương đương còn hiệu lực với trình độ tương ứng

1. English international certificates like TOEFL International; IELTS; CAE; FCE or equivalent in force with a corresponding level

2. Chứng chỉ hoặc chứng nhận đạt yêu cầu do các đơn vị được giao nhiệm vụ đánh giá năng lực ngoại ngữ theo Thông báo số 826/TB-BGDĐT ngày 05/8/2011 và Thông báo số 896/TB-BGDĐT ngày 24/8/2011 của Bộ GDĐT

2. The diploma or certificate required by the units which are tasked to assess the language competency under the Notice No. 826 / TB-BGDĐT 05/8/2011 and Notice No.

896 / TB-BGDDT 24/8 /2011 of the Ministry of Education and Training, Vietnam

3. Kết quả khảo sát do Bộ GDĐT tổ chức 3. Results of the survey organized by the Ministry of Education and Training, Vietnam

Source: Vietnam’s MOET, 2013

Similarly, the recognition of qualifications Levels 4 and 5 of FLTs in the Dispatch No.

825/SGDDT-GDTrH of Haiduong’s DOET based on one of the following elements:

Table 9: Criterion for foreign language certificate issued by the DOET of Haiduong province Number 4

Vietnamese English

1. Chứng chỉ tiếng Anh quốc tế như TOEFL International; IELTS; CAE; FCE hoặc tương đương còn hiệu lực với trình độ tương ứng

1. English international certificates like TOEFL International; IELTS; CAE; FCE or equivalent in force with a corresponding level

2. The diploma or certificate required by the units which are tasked to assess the language competency under the Notice No. 826 / TB-BGDĐT 05/8/2011 and Notice No.

896 / TB-BGDDT 24/8 /2011 of the Ministry of Education and Training, Vietnam.

3. Kết quả khảo sát do Sở GDĐT và Bộ GDĐT tổ chức.

3. The results of the survey organized by the Department of Education and Training (Haiduong province) and the Ministry of Education and Training (Vietnam).

Source: Haiduong ‘s DOET, 2014

There is a little difference in sections 3 of Numbers 3 & 4 in those above tables. In the section 3 of Number 4, the factor participates in testing FLTs competence including Haiduong’s DOET.

The sections 2 of both Numbers 3 & 4 also mentions about two Notices issued by Vietnam’s MOET: the Notice No. 826/TB-BGDDT, the Notice No. 896/TB-BGDDT (Numbers 1&2). In these Notices, there eight educational institutes are tasked to review the competence of English teachers. The educational institutes include:

1. University of Languages and International Studies 2. Hanoi University

3. Danang University of Foreign Language Studies 4. Hue College of Foreign Languages

5. Ho Chi Minh University of Pedagogy 6. Thainguyen University

7. Cantho University

8. Southeast Asian Ministers of Education Organization Regional Training Center ( SEAMEC RETRAC)

The Official Letter No. 629 / SGDDT-GDTrH (Number 5) is promulgated by Haiduong’s DOET on the 2^nd of June, 2015. The main contents of the dispatch are about improving language skills for English teachers under the national scheme 2020. And this compiles a list of ninety high school English teachers who participate in the refreshed courses about language skills. The participants (English teachers) belong to forty different high schools (including ten different schools in this research) in Haiduong province. Most of them reach language skills at level B2.

There are two of them at level B1 and one of them blanks the level section. And most of them are aged 30 to 40. Few of them are above 45 years old. Generally, the oldest one is 50 and the youngest is 26 years old. In particular, the top schools also have unqualified teachers (they reach level B2 in the list).

The Document No. 631/SGDDT-GDTrH (Number 6) lists seventeen high schools whose English teachers are selected to teach the ten-year English program (pilot program) in accordance with the Project 2020, school year 2015-2016. None of these schools gets one hundred percent of English teacher who are qualified enough (C1 level). Each school has at least one English teacher who got the B2 level. Two of them have four English teachers who got the B2 level. These figures are calculated based on the comparison with the list of English teachers in Number 5. However, there are inconsistencies between the data from interviews with the data in Numbers 5&6. In the table of interview section, the interviewer in G school confirms that English teachers in her school get 100% at the level C1. Meanwhile, the data in Number 5 show that there are two English teachers in her school who get level B2. And they need to take part in the improving capabilities courses for English teachers announced in Number 5. The similar case

occurs with J school. While the data in the interview informs that there are two teachers at level B2, but the results in Number 5 are three. The answer should be looked at the data in Numbers 3&4. The language certificate of two English teachers in G school and one in J school are certified by Hue College of Foreign Languages (terms in section 2 of Numbers 3&4). Meanwhile, the DOET of Haiduong province only records but not recognizes for this kind of certificate.

According to the Report No. 1593/UBND-VP of Haiduong Committees on August 2014, Haiduong’s DOET cooperates with the University of Languages and International Studies (not Hue College of Foreign Languages) to organize courses and verify the certificate for English teachers in Haiduong province.

It’s clear that there is lack of consensus on the approval of certificate proficiency for English teachers among educational sectors. Besides, the predicted percentage for 2020 Project’s feasibility is not high (52%, see Table 5). In addition, there at least one English teacher in high school which is selected to teach the English pilot program (ten-year program) fails in reaching the language proficiency as required. This reveals the weaknesses of the Project 2020.

Chapter 4 Discussion

The findings in the data analysis are consistent with the purposes of this research. The data results also present reasonable clues that answer for the contents designed in the research questions. Thus, this study suggests that three main factors that caused the majority of the English teachers in high schools of Haiduong province to fail the language surveys as required.

These factors include teacher’s attitudes and language proficiency, student’s attitudes and language proficiency, as well as English textbook’s program and content design. By way of analyzing these factors, the research makes a combination between reasons and possible solutions as the reference for educators. Besides, the prediction of this study for the feasibility of 2020 Project is solid with the result 52% in the data analysis section. From this result, the pros and cons of this national scheme are discussed in detail.

在文檔中 Current Issues of English Teaching in Vietnam: An Analysis of the Results of the Foreign Language Teachers' Proficiency Report (頁 38-43)