Professional Documents
Culture Documents
CHAPTER II
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
at their homes during the deployment of online instruction. Furthermore, the result also
has indicated that with the application of technology methods pupils were able to attain
a sufficient degree of knowledge about reading, literacy, and their technical abilities vary
from poor to average. Additionally, students’ opinions toward technologies are good, but
they do not use technologies significantly when learning to read 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 implies that
building a dialect atmosphere on Zoom has indeed been difficult for teachers, and it
may affect hesitant readers, who do not spend enough time reading at home.
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
Lived Experience of the Reading Teachers in Vietnam
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
a Technology Learning approach she also manages to observe that it also creates an
their reading skills. Luu (2020) manages to estimate the efficiency of applying for study
cards in teaching reading skills in primary schools through the internet. This has
primary kids' reading ability and the quality of teaching and learning.
world where information about individuals and society is in a perpetual state of flux,
Lived Experience of the Reading Teachers in Vietnam
literature reading helps pupils build abilities such as reasoning, evaluating, flexibility,
and innovation for sustainable development. It has been determined that reading
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
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
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.
The rise of the advanced technological media has fundamentally changed how
economic environment that has reconfigured instructional roles, material, and methods.
This shows that new techniques were assisting to build effective learning environments
Lived Experience of the Reading Teachers in Vietnam
and new ways of teaching. However, with such development are known concerns such
as online identity danger and therm (Cornali & Tirocchi, 2012). On the global landscape
whose various linkages between education, learning, and technology we one must seek
to illustrate, an approach that may promote awareness of a need for analytical analysis
to establish what has been termed electronic citizenry. Information literacy could be an
especially valuable proposition it takes this same friendship among both youths, the
mainstream press, and academic intrinsic into consideration, recognizing fully and
without preconceptions that the media have a role as an integral part of the education
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
education institutions. This implies a scholarly concern, rather than just a library thing,
accountable in accepting modern issues like the information literacy courses. However,
education institutions.
This implies a scholarly concern, rather than just a library thing, therefore
in accepting modern issues like the information literacy courses. Integration of ICT in
Philippines languages education sector. The experienced instructor has a more positive
And Learning English. Furthermore, Students on the other hand also demonstrate a
Such outcome suggests frequent usage of ICT in education and language instruction in
has become the unique way that instructors can successfully integrate Technology into
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
firms, that 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 local
industries. Hai Ha (2017) said that with such urgency the use of English as a medium of
instruction for other topics, such as mathematics, is also highly promoted. This has
techniques. In addition, conversational strategies have also been introduced into the
Lived Experience of the Reading Teachers in Vietnam
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). Vietnam has declined 13
places over a year on the English Proficiency Index (EPI) (EPI). Vietnam's EPI mean
score was 473 out of 800 in the marking for 2020, currently the second year in a
succession Vietnam has been included in the low-proficiency category. This was
primarily owing to the use of old techniques of grammar training and vocal rushing that
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
English has become a major educational challenge. However, even despite the
raising their reading rate (JALT Extensive Reading SIG, 2018). (JALT Extensive
Reading SIG, 2018). Lap & Trang (2017) further indicates that and educator must also
Lived Experience of the Reading Teachers in Vietnam
take into account various internal incentives to increase learner's reading skills as well
Joseph (1998) reveals in his study that teachers' thinking and decision-making
greatly impact what pupils learn. This suggests that instructors' judgments meet this
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
relates to the educators' intentions to their action that would give a good basis for
originating from such an educator derives from their thorough assessment, organizing,
decision-makers also base their choice on multiple scholarly, social, and behavioral
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
Lived Experience of the Reading Teachers in Vietnam
technique for choice-making helps rural instructors to fully grasp learners' instructional
objectives that would give a reference for the selected school curriculum.
regard linguistic skills as too narrow. She further clarified that a reading instructor must
learning opportunities. McCutchen (2002) also revealed that at times the reading
instructor only had exhibited little link among instructional philosophy and topic
practices. 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
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
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
Lived Experience of the Reading Teachers in Vietnam
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
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
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
In research done by Ball & Blachman, they were able to identify the impact of
Phoneme awareness and instruction to preschool pupils about the use of phonemic
instructions relating the phonics sections to alphabetic characters, greatly enhanced the
initial cognitive and language skills of a child. However, the study also further revealed
that teaching in letter names and letter sounds alone did not significantly enhance the
segmentation abilities, the early reading skills, or even the spelling skills of the
kindergarten children who participated 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
preparation programs have been slow to reduce the gap between students' reading
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).
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).
Kumari & Shekhar (2020) additionally was able to determine that reading teachers were
Lived Experience of the Reading Teachers in Vietnam
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
decided that there is a lack of comprehensive inspection to assess learning results, the
absence of an evaluation method, and the specific difficulties language education holds
for their appreciation throughout the pilot project. This eventually suggests that a
environment. However, in a recent year, Cakrawati (2017) also revealed in his study
programs it has been observed that it is judged successful and efficient in terms of time.
using Edmodo and Quipper, almost all of the participants indicated that the virtual
education systems can help them in exercising linguistic skills, gaining new
lesson. The data was also further reinforced by Hazaymeh (2021) as he suggested that
Similarly, the implementation of online distance learning also poses distinct downsides
of online distance learning owing to technological challenges and the lack of physical
contact.
Barzani (2021) further suggests that one must also not disregard the different
obstacles stated by the students during online education including external elements,
management, concentration issues, and anxiousness. A study done in 2006, has shown
vocabulary development and on acquiring reading abilities. However, a modest link was
(Tsai, 2006).
However, for Vitoria (2021) she implies that with the online learning approach this
has been found that very often occasions students interpreted the e-learning web-based
module was much more essential in enhancing their comprehension, autonomy, self-
discipline, motivation for learning, and interactions with each other and to the teacher.
Furthermore, EFL students also consider 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
2015).
For Aydin (2013) she was able to ascertain that many times novel English
Foreign Language teachers have limited information about particular software and face
Lived Experience of the Reading Teachers in Vietnam
issues utilizing the software programs and that they suffer from a lack of technical and
application of technology in learning instruction has also acquired good impressions and
attitudes regarding computer use. Additionally, it has also been shown that the
improves the instructor interaction in a program and aids to improve instruction for
Synthesis
equipment at their house. This ultimately means that technological approaches kids
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., the researchers argues 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. This has finally been considered to be of key importance
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