NGHIÊN CỨU VIỆC DUY TRÌ NĂNG LỰC NGOẠI NGỮ CỦA GIÁO VIÊN TIẾNG ANH CẤP TRUNG HỌC PHỔ THÔNG Ở KHU VỰC MIỀN TRUNG TÂY NGUYÊN

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Tác giả: Thi Ngoc Uyen Nguyen

Ngôn ngữ: vie

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Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2022

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Bộ sưu tập: Metadata

ID: 333980

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Nghiên cứu này xem xét việc duy trì năng lực ngoại ngữ của giáo viên tiếng Anh cấp trung học phổ thông khu vực miền Trung Tây nguyên, Việt Nam. Số liệu nghiên cứu được thu thập từ kết quả khảo sát, viết hồi tưởng và phỏng vấn 150 giáo viên tiếng Anh đã đạt được chứng chỉ C1 sau các khóa bồi dưỡng năng lực ngoại ngữ dành cho giáo viên THPT do Đề án ngoại ngữ quốc gia 2020 tổ chức. Số liệu được xử lý bằng phần mềm thống kê SPSS 20.0. Kết quả nghiên cứu cho thấy mặc dù có nhiều khó khăn cản trở việc giáo viên duy trì năng lực ngoại ngữ, phần lớn giáo viên đã nỗ lực thực hiện nhiều hoạt động nhằm duy trì năng lực đã đạt được. Kết quả nghiên cứu là tài liệu tham khảo hữu ích cho các nhà nghiên cứu, các nhà quản lý, các đối tượng có liên quan nghiên cứu, đề xuất những tác động phù hợp, nhằm nâng cao chất lượng các khóa bồi dưỡng năng lực ngoại ngữ cho giáo viên, góp phần nâng cao hiệu quả việc duy trì năng lực năng lực ngoại ngữ của giáo viên trong bối cảnh hiện nay.This study investigates strategies implemented by high school EFL teachers in the Central Highland of Vietnam to maintain the achieved level of English language proficiency. Factors inhibiting high school EFL teachers’ language proficiency maintenance were also explored. One hundred and fifty teachers, having participated in the English language proficiency training workshop(s) by authorized institutions and achieved the CEFR-C1 level, participated in the study. The study employed a mixed-methods approach with a concurrent research design. Data were collected and analyzed through questionnaires, reflective reports, and interviews. Overall, findings have shown that while there were factors affecting their language proficiency maintenance, the teachers made efforts to handle those factors and implement different strategies to maintain the achieved level of proficiency. The present study has offered considerable insights to stakeholders, policymakers, and prospective EFL teachers working in Vietnam. Also, pedagogical implications have been made so as to increase the sustainability of language proficiency for EFL teachers in similar contexts.

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