Vol. 3(1), pp.

7-19, January 2015

DOI: 10.14662/IJARER2014.058 International Journal of
Copy right 2015 Academic Research in
Author(s) retain the copyright of this article
ISSN: 2360-7866 Education and Review
http://www.academicresearchjournals.org/IJARER/Index.htm

Full Length Research

Vietnamese Students Perception of English Teacher

Qualities: Implications for Teacher Professional
Development
Tran Le Huu Nghia
Melbourne Centre for the Study of Higher Education (CSHE), 715 Swanston Street, The University of Melbourne,
Parkville 3010 VIC Australia. Email: [email protected] or [email protected], phone number (61)0404271890

Accepted 23 January 2015

This mixed-method study sought to identify the qualities of English teachers that Vietnamese students
perceived to enhance their English learning in the informal education sector. Interviews and surveys
were used to collect qualitative and quantitative data from English learners at nine cities in the South of
Vietnam. Students reported 12 qualities perceived as significant factors that influenced their learning.
English competence, teaching methods and socio-affective skills were perceived to be the most
important teacher qualities by all students. In addition, teachers knowledge of cultures of English-
speaking countries and of Vietnam and the ability to apply information technology into teaching were
recognized to affect students learning, although they were not rated as highly as the other qualities.
The study also found that students appeared to demand teachers to conduct their teaching and behave
professionally in the class probably because in the informal education sector they were aware of their
role as customers, not solely students. Therefore, it is recommended that English teachers in the
informal education sector need to continuously improve their qualities and adapt to students various
learning needs to facilitate their students-as-customers learning.

Key words: commercial English centres, English competence, socio-affective skills, teacher qualities, teaching
principle, Vietnam

INTRODUCTION

Teacher quality has been central to educational research time when lifelong learning is emphasised. Departing
for many years because it is found to influence students from this point, this study investigates English teacher
learning outcomes and learning habits considerably quality (ETQ) in the informal education sector in Vietnam
(Foster, Toma, & Troske, 2013; Ottmar, Rimm-Kaufman, from the students perspective.
Larsen, & Merritt, 2011; Provasnik & Young, 2003). Most In recent years, Vietnam has experienced a high rate of
recent studies focus on the qualities of teachers in the economic growth, increasing foreign investment and
formal education sector and seem to ignore those in the overseas study trends (Anwar & Nguyen, 2010), resulting
informal sector, which may contribute a great deal to in a growing demand for quality English courses (M.
personal and professional development, particularly in a Thompson, 2013; Vietnam Briefing, 2014). Unfortunately,
8 Inter. J. Acad. Res. Educ. Rev.

English teaching in the formal education sector, from also suggest improvements to teaching practice and
elementary to tertiary education, appears to fail to equip business operations for English teachers and CECs
students with adequate English competence for effective managers respectively based on their customers needs.
communication (Tran Thi Tuyet, 2012). Therefore, the
majority of employees and students have to attend
English classes in commercial English language centres LITERATURE REVIEW
(CECs) to improve their English skills and enhance their
employment outcomes. Quality standards for English teachers
Previously, most CECs belonged to local tertiary
institutions, but now business people and foreign Many studies about teacher qualities have been
organizations also own and run CECs (Lan Huong, 2005; conducted across the globe, most of which look into
Van Van, 2011). Private tutoring is another form of students perceptions (Koutsoulis, 2003; S. Thompson,
commercial English tuition service, which is increasing in 2008). The studies found different perspectives toward
popularity because any individual with an adequate teacher qualities between male and female participants
knowledge of English can give private English lessons. as well as between those of different academic
However, there is a lack of measures for assessing achievements. Nevertheless, there was consensus
teachers skills and for controlling teaching quality in the among the research findings of qualities of teachers:
informal education sector in Vietnam. Therefore,
managers of a CECs can employ anyone who satisfies Expert knowledge of the subject
their recruitment criteria, not only formally-trained Pedagogical skills
graduates of Education. Currently, teachers working for Classroom management skills
CECs may include: Professional attitude and behavior
Personal characteristics
graduates of EFL Education, English
Studies, or English Translation and Interpretation Although the aforementioned teacher qualities can be
tertiary, high school and primary school applied for English teachers, teaching English has some
teachers of English unique features compared to other subjects. Borg (2006)
international students returned from an inquired into 200 teachers of English and of other
English speaking country subjects to explore distinctive features of English
individuals with high scores in IELTS, TOEIC teachers. The findings suggested that English teachers
and TOEFL tests were distinctive from their colleagues of other subjects in
foreigners with fluent English (both native terms of the nature of English as a subject, the content of
and non-native). teaching, the teaching methodology, teacher-learner
relationships, contrast between native and non-native
While demand for English courses in CECs has been speakers, and some other aspects. Similarly, Lee (2010)
growing, issues about teaching and learning quality found that English teachers were unique in four
remain under-investigated, raising public concerns about dimensions: the complex nature of the subject matter, the
the quality of English teachers in those centers (Tuoitre teaching content, teaching approach and teacher
News, 2014). Few people know exactly how teaching and personality. Therefore, quality standards for English
learning take place in those CECs, except for the teachers may also be distinctive compared with qualities
learners. In the business environment of the CECs, for teachers of other subjects.
English learning could be different in nature compared The Teachers of English to Speakers of Other
with that in the formal education sector because learning Languages (TESOL) organization and the National
is not compulsory and service-oriented. Students may not Council for Accreditation of Teacher Education (NCATE)
consider themselves only as learners but also as set a number of quality standards for English teachers as
customers, so they may become more demanding from follows (Tellez & Waxman, 2005):
teachers compared with students in the formal education
sector, even though both sectors are placed within a Language: Teachers must understand
Confucian educational heritage. Therefore, this study English as a complete system and each of its
attempted to investigate English learners perspectives components as well as possess deep insights
about ETQ that they perceived to enhance their learning into native and second language acquisition.
in the informal education environment. This study is Culture: Teachers must understand how
significant in that it partially depicts teaching and learning culture may influence students linguistic
in CECs in Vietnam, and provides a platform on which development learning achievement. They must
more insights about students learning needs in the also understand key features of the culture
informal education sector can be built. The study may where their students are from and are aware
 Nghia 9

how the culture may affect language learning. These standards can be a good reference for the
Planning, implementing, and managing assessment of ETQ in such countries where English is
instruction: Teachers must successfully employ taught as a second or foreign language as Vietnam.
pedagogical skills to teach English with
standards as well as use resources effectively.
Assessment: Teachers must be competent Students perceptions of ETQ in different countries
in using appropriate assessment activities and
techniques to evaluate their students progress. In the last decades, qualities that contribute to making
They also need to be aware that biases in effective English teachers have received much attention
assessment may affect students learning. of researchers. There are both convergences and
Professionalism: Teachers must study and divergences in these qualities across different countries,
research for themselves to advance in their time, and groups of perceivers. For example, Brosh
profession. They should also cooperate with (1996) looked for desirable characteristics of foreign
colleagues when appropriate. language teachers by investigating perceptions of foreign
language teachers and students in Israel. The result
The National Board for Professional Teaching Standards showed the following desired qualities: (1) good
(NBPTS) also developed a set of quality standards for knowledge and command of the target language, (2)
English teachers (Tellez & Waxman, 2005). The ability to recognize, explain, clarify as well as stimulate
standards look relatively similar to those by the TESOL and prolong students interest and motivation, (3)
and NCATE, but THE NBPTS appeared to focus more on demonstration no favoritism or prejudice to any individual
the importance of expert knowledge in English language student in the class, and (4) availability to students.
teaching: In Korea, Park and Lee (2006) sent a self-report
questionnaire, which consisted of three categories:
Knowledge of students: Teachers must English proficiency, pedagogical knowledge, and socio-
discern that students knowledge, skills, affective skills, to 339 students in a high school to
interests, aspirations, and values may be investigate most-seeking English teacher qualities.
affected by their development, language and Similar to Broshs findings, Park and Lee recognized that
culture. English proficiency and pedagogical knowledge were
Knowledge of language and language considered the most important qualities. However,
development: Teachers must have a good students considered pedagogical knowledge more
competence of English and understand the important than English proficiency. The researchers also
process by which a language, be it native or found that high achieving students demanded different
second, is acquired. characteristics of knowledge and socio-affective skills
Knowledge of culture and diversity: Teachers from their teachers compared with low-achieving
must know how to use culture to facilitate students. Finally, the researchers discovered that male
students learning so that they may achieve and female students appreciated different socio-affective
greater learning outcomes. attributes of teachers in enhancing their English study.
Knowledge of subject matter: Teachers Four years later, Barnes and Lock (2010) revisited
should own a wide-ranging knowledge of students perceptions of the attributes that make effective
different subjects, in addition to how to assist English teachers in Korea. They asked 105 first-year
student learning. university students taking EFL classes at a womens
university to write the characteristics of effective EFL
Although the standards were proposed for different teachers in their native language. The results of the study
purposes, they signified most prominent sets of qualities were described in five categories: rapport, lesson
that English teachers should have. Those standards delivery, fairness, knowledge and credibility, and
converged in these points: organization and preparation. Accordingly, students
considered rapport and delivery as the most important
knowledge of English, characteristics of an EFL teacher. Particularly, rapport
knowledge of the subject matter, attributes were viewed as the most important to Korean
knowledge of the influence of culture on university students who are anxious about English
students' linguistic development language learning. This study endorsed Park and Lees
knowledge of students and students needs study in that Korean students most valued their teachers
teaching competencies, ability to deliver the lesson effectively. However, in
skills in using assessment, Barnes and Locks study, the participants did not rank
professional attributes, and teachers knowledge as high as in Park and Lees study.
personal attributes In Taiwan, Chen and Lin (2009) examined Chinese
10 Inter. J. Acad. Res. Educ. Rev.

students viewpoints of the characteristics of effective affective skills. The researcher also found differences in
EFL teachers using a 50-item questionnaire administered beliefs of effective teacher characteristics between male
to 198 students in Tainan area. The results indicated that and female students. In this study, there were also
the instructional competence, personality, and teacher- differences in beliefs of pedagogical knowledge of an
student relationship were most desired attributes of an effective English teacher between high and low achieving
effective EFL teacher. Among the identified qualities, students.
however, instructional competence was considered less In conclusion, the aforementioned studies indicate that
important than personality and teacher-student despite different quality standards for English teachers,
relationship. students shared a consensus on perceptions of English
In Thailand, based on Park and Lees study, Wichadee teacher qualities that could facilitate their learning:
(2010) designed a questionnaire to investigate the English competence, pedagogical practice and socio-
characteristics of effective English teachers. Four affective skills. The studies also revealed that there were
hundred students in Bangkok University participated in differences in students perceptions of the qualities
completing the questionnaire. Among the four categories possessed by English teachers across cohorts of
of English teacher characteristics (English proficiency, students, countries and time.
pedagogical knowledge, organization and communication
skills, and socio-affective skills), Bangkok University
students perceived that effective English teachers are
those who are well-organized and possess good RESEARCH DESIGN AND METHODOLOGY
communication skills. Wichadee found no different
between male and female students perception of teacher This study sought to identify the most-wanted qualities of
qualities they needed. The researcher also found no English teachers in CECs that students perceived to
difference in perceptions of good characteristics of enhance their learning. The research question was: What
English teachers among students of different disciplines. qualities of English teachers do Vietnamese students
More recently in Turkey, elik, Arkan, and Caner perceive to facilitate their learning? A mixed-method
(2013) conducted a survey to find out the qualities approach (Hesse-Biber, 2010) was employed to find
perceived as characteristics of a successful EFL teacher answers to the research question. That is both qualitative
with the participation of 998 undergraduate students. The and quantitative were collected for the study purpose.
researcher concluded that pedagogy-specific knowledge, The study was conducted in the South of Vietnam in late
personal traits, professional skills, and classroom 2013.
behavior were most-wanted characteristics identified by
the students.
Not very far from Turkey, two researchers in Cyprus Qualitative stage
found relatively similar results to those by elik et al.
(2013). Stella and Dimitris (2013) attempted to identify The researcher conducted two group interviews with
characteristics and teaching behaviors that effectively randomly selected students in a CECs in Can Tho City,
support Cypriot students in English study using a Southern Vietnam to explore their perceptions of the
questionnaire and focus group interviews. Despite most-desired English teacher qualities. One interview
different characteristics found, the findings showed that with six students lasted 45 minutes; the other with eight
characteristics that enabled English teachers to conduct students lasted for 65 minutes. In addition, the researcher
student-centered approach in language learning and interviewed 13 individual students who could not join the
teaching were most wanted. In the participants views, group interviews. The participants ranged from 18 to 27
effective EFL teachers must take into consideration of years of age with diverse backgrounds. Most of them
their students individual differences, language anxiety, were studying at tertiary level or working in the city at the
abilities and interests and be able to create learning time.
environments accordingly. In addition, language teachers In the group and individual interviews, the participants
who are able to use technology effectively and engage were asked to discuss the question: What are the
students in meaningful classroom interactions (such as qualities of an English teacher that you recognize to
group-work on a real-life topic) are preferred. It means facilitate your learning in this CECs? The participants
that instructional and/ or pedagogical skills are more were encouraged to identify all the qualities they needed
significant to Cypriot in defining good EFL teachers. from an EFL teacher. Interviews stopped when
Most recently, Ramazani (2014) used a self-report participants stated that they had no more ideas to share.
questionnaire to investigate 384 university students All of the interviews were recorded and transcribed
beliefs about the characteristics of effective English verbatim. The transcripts were analyzed using content
teachers in Iran. The results showed that students valued analysis approach (Krippendorff, 2013) to identify ETQ
teachers pedagogical knowledge as much as their socio- that students believed to enhance their study.
 Nghia 11

Quantitative stage accurately. They admitted that they were not

completely sure of the accuracy of their teachers
A survey, which included the 12 English teacher qualities English use, but they were impressed with
identified in the qualitative phase, was delivered to 339 teachers whose English sounded natural, fluent
students learning at different CECs in nine cities in the and native-like. Most students appeared to
South of Vietnam. Among the participants, 63.7% were evaluate a teachers proficiency in English based
female. The students were from different backgrounds. on his or her oral English communication skills
The percentages of students with high school, and reputation in the EFL teaching-learning
undergraduate and postgraduate education were 5%, community.
86.7% and 8.3% respectively. In terms of geographical
distribution, students from major cities accounted for 2. Knowledge of subject area content: Many
47.2%, and students were from small towns accounted participants asserted that knowledge of English
for 52.8%. In terms of disciplines, 29.2% were from grammar or vocabulary was inadequate to make
natural sciences, technology and engineering, 15% social a good English teacher. They valued those who
sciences, 24.2 business, 12.1% agriculture, 14.5% possessed knowledge of related fields because
education and 5% healthcare and medicine. The it is like some spices to make a dish more
percentages of those attending below-intermediate and delicious. They felt more motivated if teachers
above-intermediate courses were almost equal: 49% and could explain issues related to the topics of the
51% respectively. lesson with confidence and clarity.
In the survey, students were asked to rate the
importance of each teacher quality for enhancing their 3. Knowledge of cultures of English-speaking
English learning on a 5-point Likert scale in which 1 countries: Many participants loved to work with a
denoted very unimportant and 5 denoted very teacher who have travelled, studied or worked in
important. an English speaking country because their
Quantitative data were analyzed using SPSS version experiences are real and we felt motivated to
20. Cronbachs alpha was calculated to determine the learn English so that we can go to other
reliability of data. For this study, the alpha was 0.928. countries like them. They also thought that
Then mean scores were calculated to find the extent to understanding Western cultures should be a
which students perceived the importance of each teacher distinctive value of English teachers because if
quality for their English study. The mean scores were English teachers dont know the cultures of the
interpreted as follows: UK, the US, who should know?. In addition, they
felt it interesting and cool when a Vietnamese
1.0 to approximate 1.8: very unimportant English teacher showed gestures or behaviors
1.8 to approximate 2.6: unimportant like Westerners where appropriate.
2.6 to approximate 3.4: average
3.4 to approximate 4.2: important 4. Knowledge of Vietnamese culture:
4.2 to 5.0: very important Participants recalled a number of experiences
where they felt frustrated with a native or foreign
Independent samples T-tests and one-way ANOVA tests English teacher who behaved against standards
were performed to check whether there were differences of Vietnamese culture in the classroom. Although
in the perceptions of the importance of ETQ between all of the participants said that they could tolerate
groups of students. cultural differences, they still felt weird or
uneasy with such behaviors, which could affect
RESULTS their learning.

Qualitative results 5. Ability to apply EFL teaching principles:

Some participants observed that some teachers
Qualitative data showed that Vietnamese students need gave more logical and smoother lessons than
many different qualities from their teachers; however, the others, which enhanced their learning. This
qualities they listed can be classified into 12 sets as suggests that underpinning EFL teaching
follows: principles on which lessons are constructed is of
importance in facilitating students learning.
1. English competence: The majority of the
participants stated that the most important 6. Ability to meet students learning needs: This
quality they look for in an English teacher was quality appeared relevant to most of the
his or her ability to use English fluently and interviewed students. They explained that they
12 Inter. J. Acad. Res. Educ. Rev.

were willing to pay high tuition fee for an English applications, DVD players, LCD projectors and
class in CECs so that they could have better the use of email and social network. They
opportunities to achieve their English learning stressed that appropriate use of information
goals. They understood that it was hard for a technologies would be preferred. For example,
teacher to meet the learning needs of around 30 they stated that using PowerPoint presentations
students in a class, but they appreciated those made lessons interesting, but excessive use of
who could address or concern about their this technique did not help them much in
learning needs. constructing knowledge.

7. Ability to exploit teaching materials 11. Professional attributes: The students spent
effectively: Students of advanced English levels most of the time discussing this point. They listed
concerned this quality the most. They stated that numerous behaviors that were considered
they felt bored with teachers who only relied on professional or unprofessional for the teaching
the textbook for teaching: We can read the book career. For example, they wanted teachers to go
and do exercises by ourselves []; we need to class on time, be well-prepared for every
something relevant out of the textbook, probably lesson, announce their absence in advance,
something applicable to our work. They wanted wear and behave properly against standards for
to discuss with teachers most updated the teaching profession. Through the discussion,
information related to the topic of the lesson. they seemed to be most concerned about
Some thought it would be good if teachers could punctuality of teachers, which affected their
make a link between the knowledge taught in a motivation for learning.
lesson with reality.
12. Personal characteristics: Students listed
8. Ability to manage a class effectively: This different personal characteristics of a teacher
quality mostly came from participants of low that could facilitate their English learning. Most of
levels of English and self-confidence. They felt them preferred to learn with a dedicating,
demotivated to be in a class where some friendly, helpful and understanding teacher
brilliant students became pet students, because they felt trust and respect from those
attracting the teachers attention and giving out teachers. Some students wanted teachers to be
all answers. They wanted teachers to treat serious in the classroom but friendly outside the
students equally, to include both easy and class. They also valued teachers who
difficult questions for students of different English maintained contact with them via email, phone or
levels, encourage those who cannot give a social media.
correct answer and always create a relaxing but
intellectual environment in the classroom.
Quantitative results
9. Ability to use effective assessment: Not
many participants were aware of this quality, Mean scores in Table 1 shows the importance of each
except those at advanced levels. However, some ETQ for enhancing students English learning at CECs.
of them recognized that appropriate use of Accordingly, students perceived that their teachers
testing could motivate and facilitate their English English competence (M=4.48, SD=1.05), ability to use
learning: My previous teacher gave me small appropriate EFL teaching techniques (M=4.46, SD=1.02)
tests throughout the course, which helped me were very important whereas the others were important
review my knowledge and self-assess my for enhancing their learning. Out of the twelve qualities,
English competence frequently. Some students professional attributes (M=3.61, SD=1.15) and ability to
also recognized that feedback after tests was apply IT into teaching (M=3.78, SD=1.16) appeared to
useful for them to identify knowledge gaps that enhance students learning the least.
need to be filled: I loved feedback after tests Four independent samples T-tests were run to test
because it showed me which knowledge gap I whether there were differences in the perceptions of the
should fill. But not many teachers gave me importance of the qualities for enhancing their English
feedback personally. learning between:

10. Ability to apply information technologies into 1. male and female students
teaching: By apply information technologies, 2. students from small and big cities
students referred to the use of electronic devices 3. students of below- and above-intermediate
in the classroom such as computers and ICT levels of English
 Nghia 13

Table 1. Students perceptions of the importance of ETQ for enhancing their

English learning

English teacher qualities N M SD

English competence 339 4.48 1.05
Ability to apply EFL teaching principles 339 4.46 1.02
Ability to manage the class 339 4.19 1.08
Personal attributes 339 4.12 1.10
Ability to meet students' learning needs 339 4.11 1.15
Ability to use effective assessment 339 4.08 1.06
Ability to exploit teaching resources 339 3.99 1.06
Knowledge of subject area content 339 3.94 1.13
Knowledge of cultures of English speaking countries 339 3.89 1.11
Knowledge of Vietnamese culture 339 3.83 1.08
Ability to apply IT into teaching 339 3.78 1.16
Professional attributes 339 3.61 1.15

4. students studying less and more than six months teacher qualities to enhance their learning than the latter
at CECs. (Table 4).
Furthermore, one-way ANOVA tests were conducted to
The results of the first independent samples T-test test whether there were differences in the perceptions of
showed that there were no statistically significant the importance of the qualities for their English learning
differences in the perceptions of the importance of between:
teacher qualities for enhancing their learning between
male and female students. 1. students of different levels of education
The results of the second independent samples T-test 2. students of different disciplines
suggested that there were statistically significant 3. students enrolling in an English course at
differences in the perceptions of the importance of the different types of CECs
qualities for enhancing their learning between students
from small and big cities in ten qualities. The mean The results of the first ANOVA test suggested no
differences (MD) revealed that students in big cities statistically significant difference in the perceptions of the
valued teacher qualities in enhancing their learning than importance of the qualities for their English study
their peers in small cities (Table 2). between high school students, university students and
The results of the third independent samples T-test graduates in all 12 qualities.
indicated that there were statistically significant Similarly, the results of the second ANOVA test
differences in the perceptions of the importance of indicated no statistically significant difference in the
teacher qualities for enhancing their learning between perceptions of the importance of the qualities for their
students who studied at above-intermediate and below- English study between students of different disciplines in
intermediate levels of English in two qualities. The mean all 12 qualities.
differences revealed that the former valued their The results of the third ANOVA test showed that there
teachers English competence and understanding of were statistically significant differences in the perceptions
cultures of English speaking countries more than the of the importance of the qualities for their English learning
latter (Table 3). between students who studied with tutors (CEC type A),
The results of the fourth independent samples T-test at CEC owned by a tertiary institution or high school
showed that there were statistically significant differences (CEC type B), at CEC owned by Vietnamese business
in the perceptions of the importance of the qualities for people (CEC type C) and at CEC owned by a foreign
enhancing their learning between students who studied organization (CEC type D). Results of a Turkey post hoc
less than six months and those who studied more than test indicated that students at CEC type C perceived the
six months at a CECs in five qualities. The mean importance of four qualities significantly higher than those
differences indicated that the former needed those five at CEC type B. Particularly for ability to use different
 14 Inter. J. Acad. Res. Educ. Rev.

Table 2. Differences in perceptions of the importance of ETQ between students in big and small cities

Small
Big cities
cities Leuve Sig. (2-
English teacher qualities (N=160) MD t df
(N=179) n Sig. tailed)
M SD M SD
English competence 4.78 0.64 4.22 1.26 0.56 0.00 5.28 271.18 0.00
Knowledge of subject area content 4.18 0.93 3.72 1.25 0.46 0.00 3.87 326.64 0.00
Understanding of cultures of English speaking
4.20 0.89 3.60 1.22 0.60 0.00 5.20 324.64 0.00
countries
Understanding of Vietnamese culture 4.03 1.01 3.65 1.12 0.38 0.01 3.27 336.99 0.00
Ability to apply EFL teaching principles 4.73 0.64 4.22 1.21 0.51 0.00 4.94 276.35 0.00
Ability to meet students' learning needs 4.29 0.97 3.95 1.28 0.34 0.00 2.76 328.34 0.01
Ability to manage the class 4.48 0.82 3.93 1.21 0.55 0.00 4.97 315.67 0.00
Ability to use different kinds of assessment 4.30 0.87 3.89 1.18 0.41 0.00 3.69 325.22 0.00
Professional attributes 3.78 0.98 3.47 1.26 0.31 0.00 2.50 330.86 0.01
Personal characteristics 4.41 0.82 3.86 1.24 0.55 0.00 4.82 310.64 0.00

Table 3. Differences in perceptions of the importance of ETQ between students at below- and above-intermediate levels of
English

below Sig.
above inter.
inter. level Leuve (2-
English teacher qualities level (N=173) MD t df
(N=166) n Sig. taile
d)
M SD M SD
English competence 4.32 1.20 4.64 0.86 -0.32 0.00 -2.84 299.14 0.01
Understanding of cultures of English speaking
3.74 1.14 4.02 1.07 -0.28 0.16 -2.35 337.00 0.02
countries

kinds of assessment, students who learned English with Teachers English competence was considered the most
private tutors rated it significantly higher than students in important factor that enhanced students learning in this
CEC types B and D (Table 5). study. However, it is evident that at present the majority
of Vietnamese English teachers did not have adequately
good English skills: Most teachers were good at grammar
DISCUSSION AND CONCLUSION and vocabulary but their listening, speaking, writing, and
reading skills were not at acceptable levels (Thanhnien
This study aimed to identify the most-wanted qualities of News, 2012; Trung Dung, 2013; Tuoitre News, 2014; Viet
English teachers in CECs that Vietnamese students Toan, 2013). Such a low level of English proficiency of
perceived to enhance their learning. Among the 12 English teachers would hinder students learning
teacher qualities identified, teachers English achievements. Therefore, it is recommended that
competence, ability to apply EFL teaching principles, Vietnamese English teachers at CEC should improve
ability to manage the class and personal characteristics their English competence to enhance students learning.
were perceived to be the most important by students. This is important because Vietnamese English teachers
Those findings are consistent with previous studies which are running the risk of losing their jobs in the long-term as
were conducted in the formal education sector in other there has been an increase in number of foreign English
countries, as showed in the Literature review. teachers in Vietnam.
 Nghia 15

Table 4. Differences in perceptions of the importance of ETQ between students studying less and more than six months
at CEC

less than 6 more than 6

months months Leuven Sig. (2-
English teacher qualities (N=196) (N=143) MD t df
Sig. tailed)
M SD M SD
English competence 4.37 1.12 4.64 0.92 -0.28 0.00 -2.48 332.19 0.01
Knowledge of subject area content 3.80 1.13 4.13 1.12 -0.33 0.46 -2.63 337.00 0.01
Understanding of Vietnamese culture 3.72 1.09 3.99 1.05 -0.27 0.14 -2.26 337.00 0.03
Ability to manage the class 4.08 1.09 4.34 1.05 -0.27 0.65 -2.26 337.00 0.03
Personal characteristics 3.97 1.18 4.32 0.95 -0.34 0.01 -2.95 333.96 0.00

Table 5. Differences in perceptions of the importance of ETQ between students studying at different types of CEC

Mean 95% Confidence

Anova Difference Std. Turkey Interval
Dependent Variable I J
sig Error Sig. Lower Upper
(I-J)
Bound Bound

*
English competence CEC type C CEC type B 0.00 0.42 0.12 0.00 0.12 0.73

Understanding of
*
cultures of English- CEC type C CEC type B 0.00 0.48 0.12 0.00 0.16 0.80
speaking cultures
Ability to apply EFL *
CEC type C CEC type B 0.01 0.31 0.11 0.04 0.01 0.61
teaching principles

*
CEC type B 0.80 0.27 0.02 0.09 1.51
Ability to use different
CEC type A 0.01
kinds of assessment
*
CEC type D 1.04 0.38 0.04 0.05 2.03

*
Professional attributes CEC type C CEC type B 0.03 0.35 0.13 0.04 0.01 0.68

*
Personal characteristics CEC type C CEC type B 0.04 0.32 0.12 0.05 0.00 0.64

*. The mean difference is significant at the 0.05 level.

In addition, many researchers have found smooth manner facilitated their learning. This suggests
effective instructional methods to influence students that students in CEC learned consciously and reflexively
achievements of English (Amin Mekheimer & Shabieb rather than passively. Therefore, teachers should exploit
Aldosari, 2013; Ching-ning, 2014). In the interviews, teaching methods that actively engage students in
participants stated that they could feel a difference mastering English knowledge and skills. Similarly, class
between teachers who possessed good competence of management skills are part of teaching practice that
EFL teaching principles and those who did not. They felt could contribute to increasing student engagement in
that teachers who could deliver a lesson in a logical and learning and creating equal learning opportunities in the
16 Inter. J. Acad. Res. Educ. Rev.

class. This is significant due to the fact that students had aware of the benefits that ICT-integrated learning would
to pay in order to reserve a place in the course; thus, they bring (Ly Thanh Hue & Ab Jalil, 2013; Peeraer & Van
should be treated equally. However, teachers in CECs Petegem, 2012). Therefore, teachers in CECs should
should not always satisfy students-as-customers not-for- learn and apply ICT applications to enhance students
learning demands but should apply monitoring motivation, or interact with them via social media to
techniques to help them focus on deep learning. support their learning after class, which also tighten
teacher-student relationships. It is also noted that the use
This study also found that teacher personalities of information technology in the classroom should be
or socio-affective skills could influence students learning appropriate and effective, as it was stated by students, to
of English, which is consistent with findings of many facilitate students learning.
researchers in English teaching and learning (Hazrul Nik
Hashim, Shah Alam, & Yusoff, 2014; Peiser & Jones, Many studies have found the impact of students
2014; Wichadee, 2010). Both qualitative and quantitative culture on their language learning achievements (Mertin,
data suggested that students wanted to study with 2014; Neff & Rucynski, 2013; Nguyen Thanh Tung,
teachers of agreeable personalities, not only in the 2005). Interestingly, in this study students mentioned the
classroom but also after class. They also wanted influence of teachers understanding of cultures of
accessible teachers whom they could ask for consultation English speaking countries and of Vietnam on their
in learning methods or constructive feedback. They also learning. Students suggested that they could only tolerate
demand teacher to treat all students fairly in the class behaviors of foreign teachers that went against local
and behaved professionally. This is noteworthy because cultural standards to a certain extent. Similarly, students
Vietnam has an education with Confucian heritages were motivated by Vietnamese English teachers real
where teachers usually have power and seemed more experiences with cultures of an English speaking country.
distanced to students than teachers in the West (Nguyen They liked teachers using Western-like gestures, but they
Thi Nhai & Tran Thi Ly, 2014; Wei, 2012), resulting in a stressed that these gestures must not be used
lack of student-teacher interaction and thus could limit excessively. For those reasons, both foreign and
students learning outcome. However, in this study, Vietnamese teachers needs to equip themselves with
students seemed to move beyond that student-teacher adequate insights into cultures of Vietnam and of English
relationship restriction. Perhaps, in the business sector, speaking countries as well as monitor their behaviours in
students were aware of themselves being not only the classroom in order not to offend students.
learners but also customers of the teachers at CECs. As Furthermore, statistical analysis showed that students
stated by students in the interviews, many teachers in gender, levels of education (high school, undergraduate,
CECs did not behave professionally, which made them postgraduate) and study discipline did not significantly
unhappy and in turn affected their learning. Therefore, affect students perceptions of the ETQ that enhanced
teachers need to establish good relationships with their English learning. However, students geographic
students and behave professionally not only to please distribution (or where they lived), levels of English, study
their customers but also to enhance students learning length at CECs and the type of CECs students attended
experience. were found to significantly influence their perceptions of
In addition to the most wanted teacher qualities that ETQ. This finding suggests that there could be no single
have just been discussed, the following qualities have set of ETQ that can fit all groups of students. As such, it
some merits for English teachers in CECs to take into is teachers responsibility to explore their students needs
consideration although they were not rated as importantly so that they can make appropriate adaptation to facilitate
as others. students learning.

In this study, students rated teachers ability to Students in big cities were aware of the effect of
apply information technology into teaching as important their teacher qualities on their learning more clearly than
for enhancing their learning. This finding is consistent those in small cities. Similarly, the longer students
with current trend in applying computer applications and studied at a CEC, the more students recognized the
online resources into English teaching (Han, 2014; Kruk, influence of ETQ on their learning. This could be because
2012). In Vietnam, the number of people with computer students had more opportunities to study with different
literacy has been increasing (Datamonitor, 2009) and English teachers and compared the teaching
there has been an ongoing promotion of applying effectiveness of those teachers when students lived in big
information technology into teaching by educational cities or studied at CECs for a long time. Those findings
leaders (Peeraer & Van Petegem, 2012). However, it is suggest that the two groups of students could be more
evident that Vietnamese teachers - though not English demanding for qualified teachers than their peers. As
teachers particularly - appeared not to use information such, English teachers should be more concerned about
technology in their teaching very much, but they were the needs of those two groups of students.
 Nghia 17

This study also found that when students practice and business operations accordingly to meet
achieved a higher level of English, they became more their customers learning needs.
concern about their teachers English competence and
knowledge of cultures of English speaking countries. It is ABBREVIATIONS
natural that as students advance with their English
learning, they need teachers who could explain concerns CECs: Commercial English language centres
of higher level of complexity about English knowledge
and cultures of countries where the language is spoken. ETQ: English teacher quality
Therefore, advanced English classes need to be taught
by experienced teachers with sound knowledge of EFL: English as a foreign language
English and cultures.
IELTS: International English Language Testing
In addition, this study showed that students at System
different types of CECs needed different teacher qualities
for their learning. In most of the cases, students in CECs TOEIC: Test of English as International
owned by business people valued their teachers English Communication
competence, understanding of cultures of English
speaking countries, ability to apply EFL teaching TOEFL: Test of English as a Foreign Language
principles, professional attributes and personal
characteristics in enhancing their learning more than their TESOL: Teaching of English to Speakers of Other
peers in CECs owned by a tertiary institution or a high Languages
school. Meanwhile, students who learned English with
private tutors valued their teachers ability to use
NCATE: The National Council for Accreditation of
assessment effectively than those in CECs owned by a
Teacher Education
tertiary institution or high school and CECs owned by a
foreign organization. This could be explained by the fact
that students usually chose to learn with a tutors when NBPTS: The National Board for Professional Teaching
they need a highly tailored English course, particularly to Standards
pass an important exam. As such, how teachers use
tests and post-test feedback is important for students to
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