Sử dụng hình thức ghi nhật kí để tự đánh giá sau
bài dạy của giáo viên nhằm nâng cao chất lượng
giảng dạy ở khoa tiếng Anh, trường Đại học Sư
phạm Hà Nội

Nguyễn Thị Minh Thanh

Trường Đại học Ngoại ngữ
Luận văn ThS ngành: Lý luận và PP giảng dạy tiếng Anh; Mã số: 60 14 10
Người hướng dẫn: M.A. Hoàng Thị Xuân Hoa
Năm bảo vệ: 2012

Abstract: This paper is a report of an action research project conducted in the Faculty of
English – Hanoi National University of Education. From the fact that few teachers have
written, or even thought, reflectively during their academic careers despite the role of
reflective practice in the development of teaching profession, journal writing is
introduced as a means of reflection-on-action. Four teachers in this faculty voluntarily
participate in using journals to reflect on their teaching. Based on the data collected from
analyzing teachers’ journals and interview, it is found that writing journal could promote
teachers’ reflection on their teaching and helps to enhance their teaching practice.

Keywords: Phương pháp giảng dạy; Ghi nhật ký; Tiếng Anh; Kỹ năng viết Content
PART I: INTRODUCTION
1. Rationale
The importance of reflection to professional development of teaching is undeniable.
However, although teachers are aware of the benefits and importance of reflective practice,
they do not apply it to their teaching practice. Concerning the use of reflective practice, the
research by Odeh, Kurt, and Atamtürk showed that “there is a gap between theory and

University of Education. In order to fulfill that aim, journal writing is utilized by the
participants. Interviews and teachers’ reflection journals are employed in order to get data
which are analyzed by qualitative method.
5. Significance of the study
This research provides an opportunity for the participants in the target context to
systematically reflect on their teaching, from which they can have their own assessment of the
effectiveness of journal writing as a means of reflection-on-action. This will accordingly lead
to their decision on whether to continue using journals in their professional development
process or not. In addition, the findings on teachers’ obstacles when using this means of
reflection will hopefully help to improve the effectiveness of this activity, which eventually
aims at enhancing teachers’ self-development and teaching quality.
6. Overview of the study
This paper is divided into the following main parts:
Part I: Introduction - presents the rationale, aims of study, research questions, scope,
method, significance, and organization of the study.
Part II: Development - this part is divided into 4 chapters as follows:
Chapter 1: Theoretical background – provides the theoretical framework of reflective
practice and journal writing.
Chapter 2: Methodology – describes the study population, the research design as well as
data gathering instruments.
Chapter 3: Results and discussion - analyses and discusses data
Chapter 4: Findings and implications - presents findings and implications. Limitations and
suggestions for further research are also provided.
Part III: Conclusion – gives summary of the research and limitations as well as suggestions
for further study. PART II: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
This chapter addresses a review of the literature related to reflective practice and journals as a

After ten weeks of reflection, a semi-structured interview was conducted in order to investigate
two issues, namely the teachers’ perception of the effectiveness of reflective practice and their
difficulties in doing this activity. The interview is semi-structure in nature with some guided and
follow-up questions.
2.3. Journals
. In this study, a guided journal format is designed for the participants to reflect on their teaching.
After discussion, the format proposed by Gibbs (1988) was adopted and adapted.
The guided journal includes two main parts; the first part is for information about lesson details
while the second part consists of five following items, each of which is clarified with guided
questions:
1. Description
In this part, teachers describe a significant event or a situation in their teaching.
2. Feelings
Teachers describe their reactions to the situation and how they felt about the situation as well
as the way they reacted.
3. Analysis & evaluation
Teachers analyze the effect of what they did or did not do and evaluate the experience. In
addition, they have to try to find out reasons for what happened.
4. Conclusions
From the analysis and evaluation, teachers find solutions for the problem or draw conclusion
about the implications of the event. In addition, personal teaching style or features can be
recognized.
5. Thoughts added during review
In this last item, teachers note down their thoughts or a new insight about the event after
reviewing their journals.
This use of guided journal sheet is in line with Larrivee and Cooper’s (2006, p.21) statement
that “reflection can be facilitated via guided prompts, structuring periodic rereading of previous
entries to search for any emerging patterns, and posing questions in a nonjudgmental way as a
means of creating ongoing dialogue”.
3. Research procedure

The research lasted for 10 weeks (from April to June). The teachers used the guided journal
format to reflect on their teaching every week. They did not write journals immediately after
each lesson; instead, they did it at home on the day they had classes. These journals were then
sent to the researcher as a source of data for analysis. After the study finished, the participants
were asked to revise their journals and discovered new insights for their issues or identify their
own recurrent teaching problems or strengths. CHAPTER 3: RESULTS AND IMPLICATIONS
1. Results
Some conclusions could be drawn about the effectiveness of journal writing and the teachers’
difficulties in doing this activity.
It could be found from the teachers’ opinions that journal writing is a useful means to reflect on
teaching. According to these teachers, journals enable them to reflect in a structured and
systematic way. The fact that they have to write down their thoughts makes the thinking process
more comprehensive and requires deeper thinking. In addition, journal writing is beneficial in
that it gradually forms a habit and makes teachers aware that it is an integral part of their
professional development. Journals could also be kept for later use of reflection, enabling
teachers to maintain a continuous reflecting process.
The study results also show that journal writing has a positive effect on teaching practice. First, it
helps practitioners to realize their teaching styles, weaknesses as well as strengths. This
knowledge enables practitioners to have better understanding of their own teaching and their
students. Second, journal writing may change teachers’ beliefs about different aspects related to
their profession, such as about their students. Third, the reflection process results in action plans
and teachers’ implementation of those plans to change their teaching practice. Then possible
changes will be reviewed, leading to another cycle of reflection. This kind of practice not only
enhances teaching quality but also increases teachers’ self-confidence and self-esteem. .
Obstacles are inevitable in the teachers’ use of journal writing as a means of reflection. First,
reflective practice may cause a decrease in motivation since the teachers have to face with their
own failures in teaching. In addition, if the focus of reflection is too broad, teachers may be

their reflection would be more in depth and effective.
In addition, during reflective process, teachers could pay more attention to positive events in
their teaching, along with those that concern them and cause feelings of discomfort. These good
experiences will not only be a source for learning but also motivate teachers and make them have
a good image of themselves.

PART III: CONCLUSION
1. Conclusion
It is undeniable that reflective practice is of great benefits to the professional growth of teachers.
This action research has attempted to provide opportunities for teachers at the Faculty of English,
Hanoi National University of Education to use journals as a means of reflection-on-action. The
results of the study indicate that this activity significantly and positively enhance teachers’
reflection and their teaching practice. It makes the teachers more aware of the effects and the
importance of reflective practice to their professional development. It provides them with a
structured option for reflection to get deeper insights into their teaching and serves as a basis for
self-evaluation. In addition, the review of the whole process points out recurring patterns in one’s
own teaching, which will result in action plans. This will finally lead to improvement in teaching
practice and more self-confidence and self-esteem in teachers.
However, it should be noted that it takes time to form the habit of doing reflective practice and
teachers may encounter several difficulties in the early time implementing this activity. Since in
reflection, teachers recognize not only their successes but also areas for improvement, it may be
emotionally challenging, especially for those who have just started the activity. Therefore, this
activity requires sustained effort and commitment from teachers. Initial training as well as
encouragement is essential for pre-service and novice teachers to make the best use of journal
writing in reflection. Besides, teachers will benefit from communities of like-minded colleagues
who are willing to collaborate and share their experiences.

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