Speaker
Description
Due to the characteristics of teenage learners, there is a need for EFL teachers to use classroom discipline strategies to address misbehavior that those learners might have in the classroom. This study focuses on a particular form of misbehavior, namely a lack of engagement in classroom activities, at a language center in Ho Chi Minh City. The research design employed is a mixed-methods approach, using two instruments for data collection: questionnaires and semi-structured interviews. The study involved 30 Vietnamese and expatriate teachers together with 55 teenage students in the quantitative phase. Meanwhile, there were 10 student participants recruited for the qualitative phase. The study’s results indicate that the classroom discipline strategies most frequently used by EFL teachers to enhance student engagement do not align with the reasons reported by the student participants for their participation in classroom activities. One of the primary reasons provided by the student participants is that they engage in classroom activities because they recognize the benefits of the activities on their learning. The study is expected to offer practical implications for EFL teachers and administrators at the research site regarding the selection and adaptation of appropriate classroom discipline strategies in order to enhance student engagement in classroom activities.
Keywords: EFL teachers, classroom discipline strategies, engagement, classroom activities
Biography
Nguyen Ho Y Nhi is currently a lecturer at the Faculty of English Linguistics and Literature, University of Social Sciences and Humanities – Ho Chi Minh National University, and a teacher at VUS, a prestigious language center in Ho Chi Minh City. She earned her Bachelor’s and Master’s degrees from the University of Social Sciences and Humanities. Over the past several years, she has gained extensive experience in teaching English skills and language systems, particularly speaking, listening, reading, writing, grammar, and pronunciation. She has been teaching English to learners of various age groups, ranging from young learners to adults learners. Through her teaching experience in EFL contexts, she has developed a strong interest in creating engaging classroom environments and supporting students’ language development. Her academic and professional interests include classroom management, student engagement, learner motivation, second language acquisition, language assessment, communicative language teaching, and the integration of interactive activities into English language classrooms.
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