TÁC ĐỘNG CỦA NGHIÊN CỨU KHOA HỌC ĐỐI VỚI THỰC TIỄN GIẢNG DẠY MÔN TIẾNG ANH DƯỚI GÓC NHÌN CỦA GIẢNG VIÊN ĐẠI HỌC

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Tác giả: Anh Thi Nguyễn, Yến Phương Hoàng, Trà Nguyễn Hương, Thiện Mai Tấn, Thảo Lê Thanh, Anh Thư Huỳnh Thị, Trút Thùy Phạm

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2024

Mô tả vật lý: tr.102-118

Bộ sưu tập: Báo, Tạp chí

ID: 397924

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Nghiên cứu này nhằm tìm hiểu quan điểm của một số giảng viên tiếng Anh về tác động của nghiên cứu khoa học (NCKH) đối với hoạt động giảng dạy. Khách thể nghiên cứu bao gồm 50 giảng viên hiện đang công tác tại 5 trường đại học tại khu vực Đồng bằng sông Cửu Long ở miền Nam Việt Nam. Công cụ thu thập dữ liệu cho nghiên cứu bao gồm một bảng câu hỏi khảo sát với 26 tiểu mục được thiết kế theo thang đo Likert. Kết quả nghiên cứu cho thấy hoạt động NCKH góp phần cải thiện đáng kể sự hiểu biết của giảng viên về các nội dung liên quan đến việc thực hành giảng dạy, thúc đẩy họ suy ngẫm sâu hơn về phương pháp giảng dạy của mình. Ngoài ra, NCKH giúp giảng viên hiểu rõ và sâu sắc hơn về quá trình học tập, mở rộng nguồn cho việc phát triển ý tưởng và kinh nghiệm giảng dạy, tinh chỉnh hướng dẫn học thuật, và khuyến khích khả năng chiêm nghiệm trong quá trình giảng dạy. Kết quả nghiên cứu còn góp phần làm giàu nguồn tài liệu về việc đánh giá tác động của NCKH đối với thực hành giảng dạy của giảng viên. Có thể thấy, kết quả nghiên cứu mang lại giá trị tham chiếu quan trọng cho các quyết định về chính sách cũng như thực tiễn về việc kết hợp hoạt động NCKH vào đào tạo và các sáng kiến phát triển chuyên môn. Nghiên cứu cũng nhấn mạnh tầm quan trọng của hoạt động NCKH trong việc cải thiện phương pháp giảng dạy và thúc đẩy sự chiêm nghiệm trong dạy học của đội ngũ giảng viên tại Việt Nam.This descriptive study aims to examine the perceptions of Vietnamese English as a Foreign Language (EFL) teachers on the influence of research on their instructional practices. The study involved 50 highly proficient and experienced teachers from five universities located in the Mekong Delta region of southern Vietnam. A questionnaire consisting of 26 Likert-type items was used to collect data, and the teachers’ perceptions of research effects were assessed based on their mean scores. The results indicated that research significantly enhanced teachers’ comprehension of their teaching practices, prompting them to reflect more deeply on their teaching methodologies. Additionally, research facilitated the elucidation of language learning processes, widened sources for developing teaching ideas and experience, refined academic instructions, and encouraged reflective teaching practices. The study contributes to the existing literature on the influence of research on instructional practices and provides insight into the critical effects of research on teachers’ practices. The results may inform policy and practice decisions on incorporating research into teacher training and professional development initiatives. Overall, this study highlights the importance of research in enhancing instructional methodologies and promoting reflective teaching practices.

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