TRY OF INDUSTRY AND TRADE
HANOI UNIVERSITY OF INDUSTRY
TONG THI MAI HUONG
INSTRUCTION-GIVING IN EFL CLASSROOMS:
THE CASE OF A UNIVERSITY IN VIET NAM
MASTER THESIS IN ENGLISH LINGUISTICS
Hanoi, 2024
MINISTRY OF INDUSTRY AND TRADE
HANOI UNIVERSITY OF INDUSTRY
TONG THI MAI HUONG
INSTRUCTION-GIVING IN EFL CLASSROOMS:
THE CASE OF A UNIVERSITY IN VIET NAM
Major: English Linguistics
Code: 2022700040
MASTER THESIS IN ENGLISH LINGUISTICS
SUPERVISOR:
Dr. Dang Thi Minh Tam
Hanoi, 2024
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DECLARATION BY THE AUTHOR
I, M.A student Tong Thi Mai Huong, hereby declare that this thesis titled
"Instruction-giving in EFL classrooms: The Case of a University in Vietnam" is my
original work, conducted under the supervision of Dr. Dang Thi Minh Tam at Hanoi
University of Industry. All sources of information used in this thesis have been duly
acknowledged and referenced.
I affirm that this thesis has not been submitted in whole or in part for any other degree
or qualification at any other university or institution. I further declare that all
necessary permissions and approvals have been obtained for the collection and use of
data.
Date:_______________________
Author’s signature
Tong Thi Mai Huong
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ACKNOWLEDGEMENTS
I would like to express my sincere gratitude to all those who have contributed
to the completion of this thesis on "Instruction-giving in EFL classrooms: The
Case of a University in Vietnam."
First and foremost, I extend my deepest appreciation to my supervisor, Dr.
Dang Thi Minh Tam, for her invaluable guidance, support, and encouragement
throughout the entire research process. Her expertise, insightful feedback, and
unwavering dedication have been instrumental in shaping the direction and
quality of this study.
Special thanks are due to the EFL teachers and students who participated in this
research, without whom this study would not have been possible. Their
willingness to share their experiences, insights, and perspectives has enriched
the findings of this thesis and contributed to a deeper understanding of
instruction-giving practices in EFL classrooms.
I am indebted to my friends and family for their unwavering support,
understanding, and encouragement throughout this journey. Their patience,
encouragement, and belief in my abilities have been a constant source of
motivation and inspiration.
Lastly, I would like to acknowledge the countless researchers, scholars, and
educators whose pioneering work and scholarly contributions have laid the
foundation for this study. Their insights, theories, and methodologies have
provided invaluable guidance and inspiration, shaping the theoretical
framework and research design of this thesis.
In conclusion, I extend my heartfelt appreciation to all those who have played
a part, however big or small, in the realization of this thesis. Your support and
encouragement have been deeply appreciated and will always be remembered.
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ABSTRACT
Organizing effective instruction is a characteristic of classroom management, which
minimizes time wasting and keeps students moving at a good pace. The study aims
to explore the current practice of EFL teachers towards instruction-giving in EFL
classrooms in a Vietnamese public university. To achieve this goal, classroom
observations with 20 English teaching sessions and four structured interviews were
conducted. The analysis shows certain characteristics of EFL teachers namely
attention-grabbing skills, repetition, the use of mother tongue and body language to
support instruction delivery, providing demonstration, and checking understanding.
Also, different EFL teachers’ perspectives towards instruction-giving practices are
highlighted. After analyzing two sources of data, the difficulties related to grouping
students, demonstrations, and language uses are proposed that EFL teachers can take
into consideration for better instruction-giving. Understanding the current practices
of instruction-giving in EFL classrooms allows teachers to manage classrooms better,
enhance the quality of instruction, and foster positive learning outcomes for their
students.