VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF GRADUATE STUDIES

HOÀNG THỊ LAN ANH

AN EVALUATION OF THE PRE-SERVICE EFL TEACHERS
TRAINING PROGRAM FOR PRE-PRIMARY STUDENTS AT A
COLLEGE IN HANOI
(Đánh giá chương trin
̀ h đào ta ̣o Tiế ng Anh cho sinh viên giáo du ̣c mầ m
non ở mô ̣t trường cao đẳ ng ở Hà Nô ̣i)

Minor master thesis
Major: English Language Teaching Methodology
Code: 8140231.01
Supervisor: Associate Professor Lê Văn Canh

HANOI - 2018


DECLARATION OF AUTHORSHIP
I hereby state that I, Hoàng Thị Lan Anh, an MA student of the Faculty
of Graduate Studies, University of Languages and International Studies,
Vietnam National University, Hanoi, certify with my signature that my thesis
entitled ‗An evaluation of the pre-service EFL teachers training program for
pre-primary students at a college in HanoI‘ is entirely the result of my own
work. I have faithfully and accurately cited all my sources, including books,
journals, newspaper articles, generics, doctoral dissertations, and online
resources. I declare that I understood the concept of plagiarism and I
acknowledge that my thesis will be rejected in case of plagiarism.


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ABSTRACT
Pre-service training program are intended to keep practicing teachers
up-to-date as well as tackle issues which occur in their teaching practices.
Given the importance of that mandate, this present study explored the
perceptions of the instructors and trainees of such a program at a college in
Hanoi, Vietnam by focusing on both strengths and weaknesses based on the
related theories, models and previous empirical research findings. The data
gathered from teachers and trainees by means of survey and focus group
interview revealed that the limitations of the program overweighs the
strengths. The program was seen to provide pedagogical and theory
components of a kindergarten English teacher. Yet, it was criticized to be outof-date, less practical-oriented, lack of cultural knowledge, and lack of microteaching. A number of suggestions were offered in the implications of the
critical evaluation for future revision and/or designing a new in-service
program.

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TABLE OF CONTENTS
DECLARATION OF AUTHORSHIP ........................................................... i
ACKNOWLEDGEMENTS............................................................................ ii
TABLE OF CONTENTS............................................................................... iv
LIST OF FIGURES ...................................................................................... vii
TABLE OF APPENDICES .......................................................................... vii
LIST OF ABBREVIATIONS ..................................................................... viii
Chapter I. INTRODUCTION AND BACKGROUND ................................ 1
1. Rationale of the study................................................................................ 1

Chapter III. METHODOLOGY .................................................................. 23
3.1. The study context ................................................................................. 23
3.2. Methods ................................................................................................ 24
3.3 Participants and Instruments ................................................................. 24
3.3.1. Participants ................................................................................... 24
3.3.2. Instruments .................................................................................... 24
3.3.3. Procedures .................................................................................... 25
3.3.4. Data Analyses................................................................................ 26
Chapter IV. FINDINGS AND DISCUSSION ............................................ 28
4.1. Findings from the student surveys ....................................................... 28
4.1.1. Professional knowledge and skills ................................................ 28
4.1.2. Personal knowledge and skills ...................................................... 29
4.1.3. Teaching approaches .................................................................... 31
4.2. Findings from the teacher interviews ................................................... 31
4.2.1. Professional knowledge and skills ................................................ 31
4.2.2. Personal development ................................................................... 33
4.2.3. Methodological issues ................................................................... 34
4.3. The strengths and limitations of the program ...................................... 34

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4.3.1. Strengths of the program............................................................... 35
4.3.2. Limitations of the program ........................................................... 35
Chapter V. CONCLUSION ......................................................................... 38
5.1. Summary .............................................................................................. 38
5.2. Implications .......................................................................................... 39
5.3. Limitation and further research ............................................................ 40
References ...................................................................................................... 41
Appendices ........................................................................................................I

Proficiency ..................................................................................................... LII
Appendix 21: The survey form .................................................................... LVI
Appendix 22: Focus Group Interview ......................................................... LVII
Appendix 23: Link between Research Questions, Data Sources and Data
Collection Methods .................................................................................... LVIII

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LIST OF ABBREVIATIONS
PEF

Pre-primary Education Faculty

EF

English Faculty

EPTP

English pre-service training program

NCE

National College for Education

VSK

Values, Skills and Knowledge


The objectives of the study are
to evaluate the strength and the
limitation of the temporary pre
-service EFL teachers training program at
National College for Education.
At which point, recommendations are hoped
to give to improve the weak points of the temporary-service
pre
EFL teachers
training program at National College for Education.
The research question is:
What are the strengths and limitations of the current English
- pre
service training program(EPTP) for teaching kindergarten children at
National College for Education
(NCE) regarding the professional knowledge
and skills?
1.3. The scope of the study
The study is concerned with the assessment of the current English
teaching program for pre
-teachers in the kindergarten. It was conducted at
National College for Education, Hanoi, Vietnam. The data was collected
through a survey by using questionnaires twenty-five
for
±female - senior
students at Pre
-primary Education Faculty(PEF), and interviews forfive
lecturersat English Faculty(EF).
1.4. Methods of the study
The study was carried out by some steps as follows:

objectives of the study were discussed in the second part followed by the
scope of the study and a brief introduction of the methods. The design of the
study was proposed as the last part of this chapter.
Chapter two presents the theoretical framework and the literature
review of the study. First, it sought to answer the question what evaluation
and its purpose are. Next, it discusses the components of a program evaluation
in details to set the theoretical background. After that, it attempted to propose
teacher training models and Peacock‘s (2009) model as an example. In setting
the background, the components of teaching English to young learners were
introduced before a critical review of previous findings on teacher training
program for TEYL.
Chapter three discusses the context of the study as an initial part before
discussing the methods used. In this chapter, the participants and instruments
were discussed in details to validate the data collection procedures and the
analysis of the data.

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Chapter four presented the findings and discusses the findings in
comparisons with previous empirical studies. This chapter aimed at answering
the research question and validating the findings of the study. The last chapter
recapped the whole study project and restated the findings before proposing
some suggestions depending on the findings and the limitations as well as
further research directions were offered.

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Chapter II

Conclusions made in evaluations encompass both an empirical aspect and a
normative aspect (Fournier, 2005). It is the value feature that distinguishes
evaluation from other types of enquiry such as basic science research, clinical
epidemiology, investigative journalism, or public polling.
- Assessment: Evaluation assessment considers value, merit, worth,
significance or quality (Scriven, 1993). It may aim to identify what works, for
whom, in what respects, to what extent, in what contexts, and how (Pawson,
Tilley, & Tilley, 1997). It may examine expected and achieved
accomplishments, the results chain, processes, contextual factors and
causality in order to understand achievements or the lack thereof (UNEG,
2005). Evaluation may focus on a broad range of topics including relevance,
accessibility, comprehensiveness, integration, fulfillment of objectives,
effectiveness, impact, cost, efficiency, and sustainability (Patton, 1987). The
evaluation process normally involves some identification of relevant
standards, some investigation of performance on these standards, and some
integration or synthesis of the results to achieve an overall evaluation
(Scriven, 1993).
- Initiatives: Evaluation can focus on any kind of initiative such as
programs, projects, sub-programs, sub-projects, and/or their components or
elements (Scriven, 2003; Yarbrough, Shulha, Caruthers, & Hopson, 2011).
In my opinion, evaluation means value. It is the process of recording,
storing and providing information to the evaluator of something. Review is
systematic, independent and documented to receive objective evidence and to
determine the level of performance of the evaluation criteria. The assessment
should be objective, accurate by gathering real, objective, regular and
continuous data. Meaningful words close to the rating are criticism, comment
and review.

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Institute of Museum and Library Services believes that the two most
important purposes of evaluation are:
- to provide the information needed for good decisions on priorities,
resource deployment and program design.
- to help communicate the value of initiatives.
In my point of view, in education, evaluation is understood as the
process of forming judgments:
- guess the results of the work, based on the analysis of the information
obtained against

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- targets, standards set, to propose appropriate decisions to improve the real
- adjusting, improving the quality and effectiveness of education
- through this understanding, evaluation in education not only
recognizes the real situation but also deals with it
- making decisions that change the status of education in the desired
direction of society.
2.3. Program evaluation
2.3.1. What is program evaluation?
Evaluation is the systematic application of scientific methods to assess
the design, implementation, improvement or outcomes of a program (Ross et
al., 2004).
Program evaluation is a systematic approach to collecting, analyzing
and using information to answer questions about projects, policies, and
programs, and their effectiveness. In both the public and private sectors,
stakeholders often want to know if the programs they are sponsoring,
implementing, voting, receiving or opposing are creating the intended effect.
To sum up, program evaluation is systematic research conducted

Managers can use this information to request more resources or modify the
program design to improve its performance. A program of implementation of
assessment activities to obtain timely information in the planning process,
budgeting, implementation and other management cycles to make continuous
improvements will achieve success larger than no activities.
Accountability: Assessment helps the program manager to demonstrate
internal and external accountability of public resource use. This includes
demonstrating responsible management in a sophisticated way, establishing
evidence that the objectives are being met or that services are being provided
as promised, and quantifying "real" present "of the program. Accountability,
in part, is driven by the need to address internal and external needs and

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expectations. A program that can calculate for its public investments by
demonstrating progress and results is more likely to be seen as more
successful by the right people and stakeholders.
2.3.3. What and When to evaluate program?
What and when to evaluate program performance depend on several
related considerations (Kiely & Rea-Dickins, 2005), such as:
- The process of the program in its life cycle (creating the program, the
current program or the nearly ending program)
- The decision is informed by evaluation information during planning,
budgeting, implementation, reporting of benefits and communication cycles
- Any need to meet program evaluation expecting request.
- Ideally, a comprehensive strategy and plan for the overall program
evaluation should be developed to outline the planned assessment over a
multi-year time frame, so the information is generated:
+ is timely, not too often not enough time to make recommendations

the assessment are the basis for adjusting teaching, learning and educational
management. Failure to do that will result in a great misperception in the use
of human resources. Innovative testing has become a pressing need for the
education sector and for today's society. Accurate and objective evaluation
will help learners with confidence, enthusiasm, enhancement in the creative
ability in learning.
2.4. Teacher Training program evaluation
2.4.1. Teacher training models
In this paper, the term model (or approach) is meant to characterize the
overall way in which a pre-service program presents or delivers knowledge to
its learners. The Apprentice-Expert Model (Day, 1991) is the oldest form of
professional education and is still used today in ESL teacher education, albeit
rather limited. Its conceptual basis, however, is widely used in practical

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courses in which students work with classroom teachers, often referred to as
collaborative teachers. The underlying assumptions underlying this model are
as follows. In its most basic form, the craft model consists of learners or
beginners working closely with specialist teachers. Trainees are obliged to
learn by imitation all the teaching techniques used by experienced teachers.
Knowledge is acquired as a result of observing, guiding, and practicing.
The applied science model put forward by Wallace (1991). This model
gained power from the achievements of experimental science. The applied
science model is based on the following assumptions: Teaching is a science
and so can be tested in a reasonable and objective way. Teachers learn to
become teachers by teaching research-based theories. These theories are being
communicated to the students only by those who are considered professionals
in the particular field. Teachers are supposed to be educated when they

and journaling. Although the benefits of using a variety of sources for
evaluating a previously highlighted training program by Darling-Hammond
(2006) and Schwille, Dembélé, and Schubert (2007), their research has
introduced the concept of a mixed evaluation method that includes both diary
and reflective logs.
Similarly, the research conducted in Singapore, Chong and Cheah
(2009) explain the development as well as the foundational values of
concepts, skills and frameworks, and through an assessment program, they
looked at the validity and reliability of the items developed through the VSK
(Values, Skills and Knowledge) framework to evaluate the values, skills and
knowledge that graduates receive. Through their preparation program, they
become English teachers. Based on the data they collected from last year
students preparing for graduation, they stated that while the VSK framework
provides trainees with the ultimate knowledge of teaching and learning, it is
isolated between the ideal theory and the practical implementation steps. They

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assert that trainees should consider initial education as a part of continuing
high-quality learning and they need to develop a problem-solving skill and
attitude from learning to accumulating experience through reflection. Hence a
challenge to the teacher's education then becomes one of the perceptions of
the whole experience and knowledge that have been managed contextually as
a complement to discuss the framework for informing the practice of teaching
and learning.
In conclusion, these models focus on assessing the personal and
professional development of the teachers in the training program.
2.5. Teacher training for teaching English to young learners
(TEYL)

Kindergarten children are like other children in many ways. They have
similar developmental, physical, and behavioral

characteristics that

characterize them as kindergarteners—children ages five to six. Yet, at the
same time, they have characteristics that make them unique individuals
(Loban, 1976).
2.5.3. Pre-Service Teacher Training Program
The program purports to prepare university graduates to undertake
teaching responsibilities. There is an attempt to combine theory and practice
in such a way that theory will be based on the accumulated results of practice,
while at the same time practice should possess organizational and systematic
characteristics deriving from generalization and principles. One of the
program's purposes is to enrich each graduate's potential with all necessary
experiences and abilities that will render him capable of interpreting
pedagogical theories and transforming the content of various cognitive
subjects, so as to be able to play a successful role both in class and in the
broader school environment.
2.5.4. Teaching English to Young Learners (TEYL)
Teaching English to Young Learners is a course for all elementary
school teachers. It aims to provide teachers with the knowledge and skills

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needed to support the learner through providing compelling and motivational
lessons.
TEYL is an exciting and rewarding career and opportunity that exists
throughout the world to teach language to young learners. Although this