Lived Experience of the Reading Teachers in Vietnam

CHAPTER II

REVIEW OF RELATED LITERATURE

Reading Teacher’s perspective during the COVID-19 Pandemic

There had already been a massive change in education inside the last couple of

years since traditional classrooms transitioned into online training. Although such

changes had first caused a burden on diverse educational systems, it is still clearly

obvious that it also enhances the educational system by employing technology for

teaching.

Research done by Nguyen & Habók in the year 2021 has shown that most

Vietnamese students have a great range of accessibility to digital technological devices

at their homes during the deployment of online instruction. Furthermore, the results

indicate that using technology approaches, students were able to gain a suitable level of

knowledge about reading and literacy, as well as a range of technical talents ranging

from bad to medium. Furthermore, learners' attitudes about technology were positive.

However, they also indicate that they do not use technology extensively when reading

and writing English. D’Souza (2021) further highlighted that one of the most afflicted

learners during the pandemic were young learners, those in the critical years of studying

to read. This suggests that creating a linguistic environment in an online

teleconferencing application has was noted to be difficult for educators, which cause an

impact on hesitant learners who would not devote sufficient time studying during their

leisure time.
 Lived Experience of the Reading Teachers in Vietnam

Stace (2021) also mentions that despite providing new content and setting that

presents tough challenges in retrieving feedback one must always still explore ways to

maximize understanding throughout the online class. She even stated that even if it

meant that educators must decelerate in educating and ensuring that a pupil was

properly educated on the many ideas. Furthermore, Bennett et al. (2021) also say that a

reading instructor must also lead by offering help to their most susceptible pupils, to

enhance their learning experience. This may be done by letting students read their

choice of literature. With such mobility, it is possible to give an outlet to engage learners

in the virtual world. Reading is a competence that may be acquired by certain learners

independent of the level of education they receive. However, it is still necessary that an

educator should have significant knowledge and preparedness to take into a curriculum

that may contain learners with a variety of barriers to learning to read (López & Scanlan,

2013).

Esfandiari (2021) also further clarified that most Vietnam reading instructors

typically observe an increased capacity of a learner's reading skills as well as their level

of motivation in a faraway technical environment. Furthermore, she also explains that in

a Technology Learning approach, she manages to observe that it also creates an

egalitarian learning environment that fostered learners' freedom and individualization of

their reading skills. Luu (2020) is able to determine the effectiveness of using the

internet for learning through flip cards in the promotion of literacy comprehension in

preschools. This was eventually believed to be of crucial importance, contributing to the

improvement of primary school children's reading abilities as well as to the standard of

education.
 Lived Experience of the Reading Teachers in Vietnam

Reading teachers during the ICT globalization

Literacy is an essential part of a learner's linguistic process. In a fast-changing

world where information about individuals and society is in a perpetual state of flux,

literature reading helps pupils build abilities such as reasoning, evaluating, flexibility,

and innovation for sustainable development. It has been determined that reading

Teachers presents the latest consensus, evidence methodologies to reading educators

with children up to age 12. Furthermore, it was also required of them to deliver

instruction that matched the learner's needs, and assessed methodologies for teaching

(Wiley, 2021). Reading Teachers generally have the purpose to motivate their learners

to perceive literature that may be joyful since studies suggest that children today that

enjoy reading have significant concentrations of well-being, participate in education, and

are happy and successful ((Arts Council England, 2020).

Hanford (2019) further mentioned that with the introduction of technology an

instructor must take into mind the principle of reading. That it is a talent that demands

correct first-guessings and mastery over linguistic structure. This suggests that a

student must build reading competence, and employs fewer pictorial signals. Although

such intervention is a challenge for preschoolers, it is nevertheless desirable since with

graphic signals various letters and words have become least trustworthy in reading.

Hempenstall (2003) further underlines that at times proficient readers rely more on

contextual signals to detect words. This means that trained readers can read words in

isolation, studies have proven. This is one of rather than gazing into graphic imagery as

a signal.
 Lived Experience of the Reading Teachers in Vietnam

The rise of the advanced technological media has fundamentally changed how

education performs, requiring educators and learners to accommodate a changing

economic environment that has reconfigured instructional roles, material, and methods.

This shows that new techniques were assisting to build effective learning environments

and new ways of teaching. However, with such development are known concerns such

as online identity danger and therm (Cornali & Tirocchi, 2012). On the international

platform, it has been a highlight to different countries to draw different links between

learning, literacy, and technology. That has been an anticipated approach that may

encourage awareness of the need for critical analysis. Information literacy might be a

particularly effective idea if it considers the same affinity that exists between youth, the

mainstream press, and academics, acknowledging completely and without prejudice

that perhaps the mainstream press plays that also has an important role in the

educational and learning process (“Media ethics and justice in the age of globalization,”

2015). However, according to Issa (2014) ICT globalization is a concern for

impoverished state universities, due to the absence of application of information literacy

programs in higher education institutions. This implies a scholarly concern, rather than

just a library thing, therefore demands regulating authorities of these universities to

become much more accountable in accepting modern issues like the information

literacy courses. However, according to Issa (2014) ICT globalization is a concern for

impoverished state universities, due to the absence of application of information literacy

programs in higher education institutions.

This implies a scholarly concern, rather than just a library thing, therefore

demands regulating authorities of these universities to become much more accountable

 Lived Experience of the Reading Teachers in Vietnam

in accepting modern issues like the information literacy courses. The use of Technology

in education to teach English in schools is a valuable experience inside the Philippines'

language education industry. The experienced instructor has a more positive attitude

towards computer science and information integrating technology in Teaching And

Learning English. Furthermore, Students on the other hand also demonstrate a positive

perspective on the influence on their holistic development and accomplishment. Such

outcome suggests frequent usage of ICT in education and language instruction in the

Philippines (Kalra, 2018). Information communication technology teaching recently has

become the unique way that instructors can successfully integrate Technology into

pedagogical content knowledge understanding. Since technical knowledge is in a

continual state of development, instructors must be aware of integration processes and

how resources may be used to prepare and deliver topic matter. However, In a study

that was done by López & Scanlan (2013), it has been discovered that Reading

instructors generally lacked confidence and experience to apply Technology pedagogy

in language teaching. In addition, reading teachers found difficulty in leading students'

acquiring knowledge, independent learning, and collaborative learning in an Information

and communication technology society,

Vietnam reading proficiency

English-language proficiency is being more appreciated by various Vietnamese

firms, which enables a big potential for them to profit on the opportunities given by

global commerce. As a consequence English proficiency has become the major

category that most employers want to acquire the possibility to collaborate with diverse
 Lived Experience of the Reading Teachers in Vietnam

local industries. According to Hai Ha (2017), the use of English language as a form of

communication for other subjects, such as mathematics, is also highly advocated with

such haste. This has substantially brought the English language to have access to

various teaching techniques. In addition, conversational strategies have also been

introduced into the language curriculum with the intention of developing and reinforcing

students' communicative competence, which led to the assumption that teachers

themselves utilize English in the classroom so that students are frequently exposed to

the target language.

However if this need is not supplied, then even having far too many residents of

a formal employment to draw from it would still be a struggle for local Vietnamese to

continue its economic expansion. In accordance with all this, with such a global

movement, there is a desire among Vietnamese students who are studying English as it

would enable them access new work chances (TOEIC, 2019). On the English

Proficiency Index Vietnam has dropped Thirteen places in a year. Giving Vietnam a

mean score in the 2020 grading of four hundred seventy three out of eight hundred,

putting the country in the lowest quartile for the second straight season. This was mostly

due to the employment of outdated grammar training and vocal rushing tactics, which

resulted in limited language ability, particularly in English (VnExpress, 2020).

Gorsuch & Taguchi (2008) further highlighted that naturally reading in a second

and foreign language is frequently a tedious task, partly due to weak word recognition

abilities, among many other factors, of second or foreign language readers. This is why

obtaining fluency in another language as in Vietnamese reading and keeping fluency in

English has become a major educational challenge. However, even despite the
 Lived Experience of the Reading Teachers in Vietnam

government's action and comprehensive planning it is still recommended that learners

themselves should also complete an extensive reading course to assist themselves in

raising their reading rate (JALT Extensive Reading SIG, 2018). (JALT Extensive

Reading SIG, 2018). Lap & Trang (2017) further indicates that and educator must also

take into account various internal incentives to increase learner's reading skills as well

as participation in various task-based activities, to enable learners in upgrading their

comprehension skills and vocabulary.

Reading teachers' judgments, plans, and decision making

Joseph (1998) reveals in his study that teachers' thinking and decision-making

greatly impact what pupils learn. This suggests that instructors' judgments meet this

requirement, and the active decision-making process impacts learners' activities, in

particular their behaviors towards reading education and addresses consequences for

reading educators. Worthen (2021) also stated that instructors should enable an

instructional framework to aid learners in increasing their reading skills. Shavelso (1983)

further elaborates that decision - making process and judgment were purely dependent

on the behavioral perceptions of educators that can account for the regularity of

behavioral fluctuations. Additionally, Shavelson further emphasized that justification also

relates to the educators' intentions to their action that would give a good basis for

teaching teachers and adopting educational innovations. Effective decision-making

originating from such an educator derives from their thorough assessment, organizing,

executing, and review of their pedagogical instructional strategy. In addition, effective

decision-makers also base their choice on multiple scholarly, social, and behavioral
 Lived Experience of the Reading Teachers in Vietnam

theories that would aid them in defining a standard for evaluation (Heinich, 1983). Hatch

& Clark (2021) further noted that a rural educator also has a distinct strategy in making

decisions and it is exclusively centered on the “who” and “what” of teaching. Such a

technique for choice-making helps rural instructors to fully grasp learners' instructional

objectives that would give a reference for the selected school curriculum.

Beliefs and Attitudes of teachers regarding Extensive Reading

According to Gottschalk (2021) many instructors that taught reading typically

regard linguistic skills as too narrow. She further clarified that a reading instructor must

also seek a unique perspective concerning reading comprehension, to allow optimum

learning opportunities. McCutchen (2002) also discovered that the reading educator had

shown no correlation between educational perspective and topic understanding, as well

as between pedagogical theory and instructional practices, at times. This suggests that

links that arise among topic knowledge and teaching, as well as between kindergarten

teachers’ phonetic understanding and the kids’ reading success were weak and

recognized to have a minimal influence on the student's educational needs. Oakhill

(2012) also claimed that reading teachers' diverse talents were also significant in the

growth of each learner's reading comprehension skills. He additionally says that most

can develop well in areas like reading comprehension skills, vocabulary, and verbal IQ

that have over time been demonstrated to have considerably enhanced their reading

comprehension precision, and phonological awareness in learner learning. A separation

between both the talents and capabilities accounts for diversity in word reading, and text

comprehension. In 2003 the considerable variety in teaching reading demonstrated that

 Lived Experience of the Reading Teachers in Vietnam

in areas such as text integration, metacognitive, and memory has also massively

improved in learners, and not just merely with reading ability, and phoneme (Oakhill &

Bryant, 2003). However, Moats (2014) also identified the current problem of weak and

improper training of professional instructors of reading and learning difficulties. This was

partly because most educators stick to ineffective ideologies of education that would not

suitably match the scientific basis of teaching.

Furthermore, it has also been found that the importance of instructors' views in

predicting how they employ Technology in linguistic reading lessons also plays a role in

the adaptation of Technological teaching in reading. De Aldama & Pozo (2017)

analyzes many elements of attitudes that contribute to the overall view of Technology in

the educational system. This comprises comparable belief in the importance of adopting

ICT, belief that using ICT is pedagogically advantageous, and instructors' belief in their

capacity to learn the technology. Educators who feel Technology will contribute to

enhanced teaching methods and learning results are much more inclined to employ it.

Teachers' conviction in the relevance and advantages of Technology for their classroom

practice plays a significant influence in their desire to use Technological tools.

Rodliyah (2018) even further clarified that even though the education system had

been equipped and prepared with Information technology resources and facilities,

obstacles such as educators’ hesitancy in the integration of ICT, number of tasks, time

constraints, instructional experience and age, and lack of Technology skills have been

adversely affecting the educators capacity to incorporate ICT in their teaching.

Common Barriers and Strategies used by Reading Teachers

 Lived Experience of the Reading Teachers in Vietnam

Ball and Blachman were also able to determine the impact of Phonetic

transcription awareness and instruction to preschool learners regarding the use of

phonemic awareness and the formation of spellings through their research.

The study demonstrated that phonemic awareness teaching, along with

instructions relating the phonics sections to alphabetic characters, greatly enhanced the

initial cognitive and language skills of a child. The study also found that simply teaching

alphabetic principle and character tones did not increase the categorization abilities,

early literacy comprehension, or even phonological awareness of the elementary

students who took part in the language study. Durrance (2021) also underlined the need

for a pre-training service for language educators. She argues that permitted reading

teachers determine how very much their curricula concentrate on the essential

components of language comprehension. This suggests that teacher training programs

have taken a long time to establish a connection between kids' reading deficits and their

inability to achieve reading abilities.

It is also advocated that reading teachers should regularly check learners'

responses to their lesson, and not only educate to the test, but instead to educate

beyond the aim of getting high marks in any examination. This involves adopting the

concept of assessment, as part of the work of teaching. This will efficiently assess what

succeeds for pupils and what does not (Reading Horizon, 2014).

Challenges experience by Reading

Reading is a competence that may be acquired by certain learners independent

of the level of education they receive. However, it is still necessary that an educator
 Lived Experience of the Reading Teachers in Vietnam

should have significant knowledge and preparedness to take into a curriculum that may

contain learners with a variety of barriers to learning to read (López & Scanlan, 2013).

Kumari & Shekhar (2020) additionally was able to determine that reading teachers were

to apply the Information technology approach as an emergency response for the

COVID-19 pandemic. However, the convenience and ease that technology affords it

has also been found that there also has been a range of concerns and obstacles that

the ICT approach confronts. This involves the lack of ICT competency, lack of ICT

infrastructure, big classrooms, heavy instruction burden, lack of technical help, and lack

of support from necessary authorities.

Reading teachers and students’ perceptions of Online Based Learning

Miyazoe (2010) remarked on the exploitation of diverse ICT applications in

adapting to the technology pedagogical approach in language education. Throughout

the pilot project, it was determined that there is a lack of comprehensive inspection to

measure learning results, an evaluation approach, and the special obstacles that

language education poses for their enjoyment. This eventually suggests that a maximal

learning result cannot be obtained in the presence of a technological environment.

However, in a recent year, Cakrawati (2017) also disclosed in his study that Edmodo or

Quipper has been deemed successful and practical in relation to time during its

implementation in English extensive reading programs. Despite the fact that a slow

internet connection is one of the drawbacks of using Blended learning

telecommunication app, almost all of the respondents agree that perhaps the virtual

education systems can support people in honing their language competence, expanding
 Lived Experience of the Reading Teachers in Vietnam

their vernacular, and continuing to improve their comprehension of the particular lesson

subject matter. Hazaymeh (2021) added to the evidence by claiming that most learners

improved their language skills while engaging in online virtual classrooms, implying a

versatile and adequate environment for learning was present. Similarly, due to

technological constraints and the lack of physical interaction, the deployment of online

virtual classrooms also has specific disadvantages.

Barzani (2021) goes on to say that extenuating influences such as unstable

internet connections, power outages, ineffective time management, attention

challenges, and anxiety should not be overlooked when it comes to online education. A

study done in 2006, has shown the considerable positive link observed between learner

motivational variables on vocabulary development and on acquiring reading abilities.

However, a modest link was identified between students’ motivation and learner

impression on grammar acquisition (Tsai, 2006).

However, according to Vitoria (2021), it has been discovered that with the online

learning approach, students interpreted the e-learning web-based module as being

much more important in enhancing their comprehension, autonomy, consciousness,

interest in learning, and interconnections with one another and the educator.

Furthermore, it has also been considered that Facebook gives an outlet for online

learning that facilitates an atmosphere of support, and promotes their English language

learning abilities to be utilized. In addition, the data show that students’ desire and

confidence towards English language study is enhanced via Facebook (AbuSa’aleek,

2015).
 Lived Experience of the Reading Teachers in Vietnam

For Aydin (2013), she was able to determine that many new English Foreign

Language teachers have little knowledge of specific programs and also have difficulty

using software applications, as well as a lack of professional and instructional support.

However, irrespective of all the obvious obstacles, the application of technology in

learning instruction has also acquired good impressions and attitudes regarding

computer use. It has also been shown that using Moodle as an organized electronic

learning platform enhances and promotes instructor engagement in a program and aids

in learning developed for more effective learning stuff (Mohsen & Shafeeq, 2014).

Synthesis

Vietnamese pupils have a large variety of accessibility to digital technology

equipment at their house. This ultimately means that technological ways learners were

able to obtain a suitable degree of knowledge about reading, literacy, and their technical

talents range from bad to average. However, for D'Souza (2021) she noted that one of

the most afflicted learners during the pandemic were young learners, those in the vital

years of studying to read. But for Bennett et al. they discuss that a reading teacher must

also lead by giving aid to their most sensitive learners, to boost their learning

experience. With such mobility it is feasible to offer an outlet to engage learners in the

virtual world.