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 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

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

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

egalitarian learning environment that fostered learners' freedom and individualization of

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

eventually been expected to be of critical relevance and contributed towards enhancing

primary kids' reading ability and the quality of teaching and learning.

Reading teachers during the ICT globalization

Reading plays a vital role in the linguistic process of learners. In a fast-changing

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

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.

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
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

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

in accepting modern issues like the information literacy courses. Integration of ICT in

educating English as a Second Language (ESL) is an important experience in the

Philippines languages education sector. The experienced instructor has a more positive

attitude towards computer science and information integrating technology in Teaching

Lived Experience of the Reading Teachers in Vietnam

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,

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
Lived Experience of the Reading Teachers in Vietnam

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

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.

Vietnam reading proficiency

English-language proficiency is being more appreciated by various Vietnamese

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

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

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

led to weak language abilities notably 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

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
Lived Experience of the Reading Teachers in Vietnam

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

comprehension skills and vocabulary.

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 revealed that at times the reading

instructor only had exhibited little link among instructional philosophy and topic

understanding, and little correlation between instructional philosophy and instructional

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

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 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
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

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

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

awareness and growth of spellings.

Lived Experience of the Reading Teachers in Vietnam

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. 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

essential components of language comprehension. This indicates that teacher

preparation programs have been slow to reduce the gap between students' reading

deficits and difficulties in achieving 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

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

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. It has been

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

maximal learning result cannot be obtained in the presence of a technological

environment. However, in a recent year, Cakrawati (2017) also revealed in his study

that throughout the deployment of Edmodo or Quipper in English extensive reading

programs it has been observed that it is judged successful and efficient in terms of time.

Although a delayed internet connection is considered to be one of the difficulties in

using Edmodo and Quipper, almost all of the participants indicated that the virtual

education systems can help them in exercising linguistic skills, gaining new

vocabularies, and continuing to improve their understanding of the contents of the

lesson. The data was also further reinforced by Hazaymeh (2021) as he suggested that

most learners demonstrated increased language competence throughout online

Lived Experience of the Reading Teachers in Vietnam

distance learning which suggested a flexible and adequate learning environment.

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,

such as inconsistent internet connection, electricity disruption, inefficient time

management, concentration issues, and anxiousness. 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, 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

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

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

instructional assistance. However, irrespective of all the obvious obstacles, the

application of technology in learning instruction has also acquired good impressions and

attitudes regarding computer use. Additionally, it has also been shown that the

employment of Blackboard as a structured e-learning platform also improve and

improves the instructor interaction in a program and aids to improve instruction for

Reading and learning more successful (Mohsen & Shafeeq, 2014)

Synthesis

Vietnamese pupils have a large variety of accessibility to digital technology

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

and contributed towards increasing primary kids' reading abilities (2021).

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