TEACHERS’ BELIEFS AND PRACTICES ABOUT ESP TEACHING a CASE STUDY AT HANOI UNIVERSITY OF INDUSTRY

VIETNAM NATIONAL UNIVERSITY - HANOI
UNIVERSTITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES
***
ĐÀO THỊ MAI HƯƠNG
TEACHERS’ BELIEFS AND PRACTICES ABOUT ESP TEACHING A
CASE STUDY AT HANOI UNIVERSITY OF INDUSTRY
MỘT NGHIÊN CỨU VỀ QUAN NIỆM VÀ VIỆC GIẢNG DẠY TIẾNG ANH
CHUYÊN NGÀNH CỦA GIÁO VIÊN TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI
M.A. MINOR PROGRAMME THESIS
Field : English Teaching Methodology
Code : 60.140.111

HANOI - 2015
VIETNAM NATIONAL UNIVERSITY - HANOI
UNIVERSTITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES
***
ĐÀO THỊ MAI HƯƠNG
TEACHERS’ BELIEFS AND PRACTICES ABOUT ESP TEACHING:
A CASE STUDY AT HANOI UNIVERSITY OF INDUSTRY
MỘT NGHIÊN CỨU VỀ QUAN NIỆM VÀ VIỆC GIẢNG DẠY TIẾNG ANH
CHUYÊN NGÀNH CỦA GIÁO VIÊN TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI
M.A. MINOR PROGRAMME THESIS
Field : English Teaching Methodology
Code : 60.140.111
Supervisor : Dr. Mai Thị Loan

HANOI - 2015
CANDIDATE’S STATEMENT
I certify my authorship of the thesis submitted today entitled:

TEACHERS’ BELIEFS AND PRACTICES ABOUT ESP TEACHING: A CASE
STUDY AT HANOI UNIVERSITY OF INDUSTRY
is the result of my own work for the Degree of Master of Arts at University of
Languages and International Studies, Hanoi National University. The material in this
thesis has not been submitted for assessment in any other courses of study.
Hanoi, March 2015
Signature
Đào Thị Mai Hương
i
ACKNOWLEDGEMENTS
First of all, I would like to present my deepest gratitude to my supervisor, Ms.
Mai Thi Loan, for her generous guidance, constant encouragement and precious
advice which take important part in accomplishing the study.
I am most thankful to all the lecturers of the M.A course at ULIS-VNUH for
providing me foundation knowledge through their invaluable lessons.
I would also like to send my sincere thanks to my colleagues at the English
Department of Hanoi University of Industry who were enthusiastic about participating
in my research and willing to share their experience.
Last but not least, I owe a big debt to my loved family who always stand by me as
well as give me strength and encouragement during my three-year course and during
the time I fulfilled the research.
ii
ABSTRACT
The study aimed at investigating teachers’ beliefs and practices about ESP
teaching at Hanoi University of Industry. The objectives were to investigate teachers’
beliefs about teaching strategies applied to ESP classes, to find out the most common
ESP teaching strategies used by teachers and to explore the relationship between
teachers’ beliefs and practices when teaching ESP. Interviews and classroom
observations were used as the instruments to collect the data. The interviews were
delivered to seek teachers’ beliefs about ESP teaching strategies and classroom

observations were applied to explore their actual practices. The findings revealed that
the teachers’ actual practices did not always correspond to their beliefs.
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LIST OF ABBREVIATIONS
1. EFL: English as a Foreign Language
2. ELT: English Language Teaching
3. ESL: English as a Second Language
4. ESP: English for Specific Purposes
5. HaUI: Hanoi University of Industry
6. GPE: General Purpose English
7. EAP: English for Academic Purposes
8. EEP: English for Educational Purposes
9. EOP: English for Occupational Purposes
10. EFL: English as a Foreign Language
iv
LIST OF FIGURES AND TABLES
LIST OF FIGURES
CANDIDATE’S STATEMENT i
PART III: CONCLUSION 38
APPENDICES I
v
LIST OF EXCERPTS
CANDIDATE’S STATEMENT i
PART III: CONCLUSION 38
APPENDICES I
TABLE OF CONTENT
CANDIDATE’S STATEMENT i
PART III: CONCLUSION 38
APPENDICES I
vi

vii
PART I: INTRODUCTION
1.1. Rationale
There is a fact that English is needed for every field such as technology, medicine,
business and education. As a result, the demand for ESP is increasing in many
countries where people speak English as a foreign language. Besides, people need
English for passing the exams, promoting at work and developing their career.
Therefore, ESP has been taught in most of universities in Vietnam for recent years.
Teaching ESP has become one of the most important features of English teaching
process, which is necessary to meet the demand of the changing world. According to
Hutchinson and Waters (1987: 19), ESP is an approach for language teaching in which
all decisions regarding content and methods are based on the learners’ reasons for
learning. They can use English effectively in different fields like economics, literature,
law, and medicine. Compared with General English, ESP has both similarities and
differences. Although teaching ESP has much been concerned by researchers who
have tried to develop its own methodology, it is still really hard for teachers to decide
the effective strategies for their students.
In context of Hanoi University of Industry (HaUI), students start learning ESP in
the second semester of the third year. In fact, with the students’ low proficiency of
English, it is extremely challenging for teachers to provide a successful ESP course.
Besides, Vietnamese students keep a passive way of studying which makes the
teachers’ methodology become the most important factor in teaching ESP. In spite of
long duration of 60 class hours, ESP teaching and learning quality has still been far
from satisfaction. Therefore, the teachers’ beliefs and practices in teaching ESP should
be worked out as soon as possible to improve the situation.
1.2. Aims and objectives of the study
This study aims to do research on teachers’ beliefs and practices about ESP
teaching. The objectives of the study were:
1
(1) To investigate teachers’ beliefs about teaching strategies applied to ESP

classes,
(2) To find out the most common ESP teaching strategies used by teachers,
(3) To explore the relationship between teachers’ beliefs and practices when
teaching ESP.
1.3. Research questions
In dealing with the above aims, the thesis should be clarified with the following
questions:
(i) What are teachers’ beliefs about teaching strategies applied to ESP classes?
(ii) What are the most common ESP teaching strategies used by teachers?
(iii) Is there a relationship between the teachers’ beliefs and practices in terms of
ESP teaching strategies?
1. 4. Scope of the study
The research focuses on investigating the teachers’ beliefs towards teaching
strategies applied to ESP classes and their practices. It was conducted among ESP
teachers who work for Ha Noi University of Industry.
1.5. Methods of the study
The study was conducted following these stages:
Firstly, the pre-observation interviews were delivered to seek teachers’ beliefs
about teaching strategies used to lead into the problem, teaching strategies used to
present problems in ESP and teaching strategies used to enhance practice as well as
production of students.
Secondly, the classroom observations were made by the author to investigate
teachers’ teaching strategies they actually used in their ESP class and find out whether
these practices were consistent with the beliefs or not.
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Thirdly, the post-observation interviews were carried out to find out the reasons
for any inconsistence between teachers’ beliefs and practices.
Finally, the data was gathered and analyzed to disclose the main findings and
answer the research questions.
1.6. Significance of the study

In terms of theory, the author expected to contribute to perfecting theories about
ESP and teachers’ beliefs and practices. On the other hand, the findings of this study
can be used as a reference by ESP teachers in general and teachers at HaUI in
particular to improve their practices in ESP class.
1.7. Design of the study
The study is divided into three main parts.
Part one is the INTRODUCTION which consists of rationale, aim and objectives
of the study as well as research questions. It also covers scope, methods, significance
and design of the research.
Part two is the DEVELOPMENT separated into three chapters:
Chapter one provides theoretical background regarding as theory of ESP, roles of
ESP teachers, teachers’ beliefs and practices. Added to this, previous related studies
are summarized in brief.
Chapter two is concerned with methodology used in the thesis. In the first place,
the author restates the research questions and emphasizes the context, setting,
participants, instruments, data collection and analysis procedure in process of
conducting the thesis.
Chapter three shows the main content with findings as well as discussion based on
the results from observations and interviews.
Part three is the CONCLUSION offering a summary of the issues mentioned,
implication from the study and suggestions for further study.
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PART II: DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
1.1. Theory of ESP
1.1.1. Some basic concepts
In literature on theories of foreign language teaching, such terms as “practices”,
“activities”, “techniques” and “strategies” are widely used. Followings are a brief
distinction between them.
Practices include what teachers do and behave in the classroom.

Activity refers to what learners actually do in the classroom and it implies the
active performance of the learners.
Technique, in the most general sense, include all tasks and activities which are
almost always planned, deliberate and are the product of a choice made by the teacher
(Anthony, 1963:63); practice, behavior, exercise, procedure, strategy are described, in
varying degrees of intensity, as technique.
Strategy, in general, is a well-planned series of actions for achieving an aim. Thus,
a teaching strategy is a conscious plan comprising a wide range of selected skills and
techniques, which is targeted at the achievement of an objective. In other way, strategy
is connected with how different types of learning and teaching activities are carried out
in the classroom.
1.1.2. Definition
In the past few decades, many researchers have been working to define ESP which
has remained a controversial topic. Those definitions should be classified into three
categories. The first group based on learners’ needs. Typically, Hutchison and Water
(1987:19) believed that ESP should be regarded as “an approach to language learning,
which is based on learner need.” Understood properly, students should aim at
acquiring both language proficiency and occupational skills in process of learning a
second language. According to Anthony (1997:1), the researchers were divided into
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two groups. The former considered ESP as teaching English for any purpose that could
be specified. On the other hand, the latter held the view that ESP was “teaching of
English used in academic studies or the teaching of English for vocational or
professional purposes” (Anthony, 1997: 1). Mackay and Mountford (1978:2) both
referred it as the teaching of English to the learners who have specific goals and
purposes. They were academic, professional and scientific that depends on the
learners’ needs.
Besides, the second group of studies identified ESP by its absolute and variable
characteristics. For example, Strevens (1988:1) made a comprehensive definition of
ESP that was distinguished between absolute and variable characteristics of ESP

related to design, content, activities, learning skills to be learned and methodology.
Similarly, other researchers (e.g. Strevens, 1980; Robinson, 1980; Dudley-Evans and
St John, 1997 etc.) have agreed on the following qualities of an ESP course:
1/ The goal is performing job-related and educational roles successfully.
2/ It is designed particularly based on the students’ needs to meet the demand.
3/ Compared with a general language course, it has differences in selection of
skills, themes, topics, situations, functions, language and methodology.
However, the third group discussed “S” standing for specific as the core to
teaching ESP. Hadley (2006:3) agreed that “the key to teaching ESP is to focus on the
“S” for specific. ESP can be differentiated from general ELT by its concern with
specialized language and practice”. Mackay and Mountford (1978:4) clarified the
point “special language” as follows:
“The only practical way in which we can understand the notion of special
language is as a restricted repertoire of words and expressions selected from the
whole language because that restricted repertoire covers every requirement within
a well-defined context, task or vocation”.
Barron (1994:3) also confirmed the place of ESP “within the multidimensional
space that constitutes the students’ chosen disciplinary culture”. Added to this, Fiorio
(2005:1) stated that “the ESP focal point is that English is not taught as a subject
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separated from the students' real world (or wishes); instead, it is integrated into a
subject matter area important to the learners.” On the other hand, “specific” also
interpreted as “special aim” which connected to the learners’ special purpose of
learning English as a second language (ESL) or English as a foreign language (EFL)
rather than their intention to learn nature of the English language (Mountford, 1978:4).
In summary, the author assumes that ESP is a very flexible approach of teaching
English as a second language or a foreign language. It is not only connected with
special disciplines and professions but also meets the specific needs in the field of
EAP.
1.1.3. Characteristics of ESP

Strevens' (1988) definition makes a distinction between four absolute and two
variable characteristics:
1. Absolute Characteristics:
ESP consists of English language teaching which is:
- designed to meet specified needs of the learner;
- related in content to particular disciplines, occupations and activities;
- centred on the language appropriate to those activities in syntax, lexis, discourse,
semantics, etc., and analysis of this discourse;
- in contrast with General English.
2. Variable characteristics:
ESP may be, but is not necessarily:
- restricted as to the language skills to be learned (e.g. reading only);
- taught according to any pre-ordained methodology (Gatehouse, 2001 cf.
Strevens, 1998:1-2).
Dudley-Evans and St. John (1998:4-5) have presented a modified definition of
ESP which is also comprised of absolute and variable characteristics of ESP that are as
follows:
1. Absolute Characteristics
- ESP is defined to meet specific needs of the learner;
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- ESP makes use of the underlying methodology and activities of the discipline it
serves;
- ESP is centered on the language (grammar, lexis, register), skills, discourse and
genres appropriate to these activities.
2. Variable Characteristics
- ESP may be related to or designed for specific disciplines;
- ESP may use, in specific teaching situations, a different methodology from that
of general English;
- ESP is likely to be designed for adult learners, either at a tertiary level institution
or in a professional work situation. It could, however, be for learners at secondary

school level;
- ESP is generally designed for intermediate or advanced students;
- Most ESP courses assume some basic knowledge of the language system, but it
can be used with beginners”.
1.1.4. Principles of ESP
It is said that ESP is a "reaction against conventional foreign language instruction"
(Strevens, 1977:145). Therefore, it is assumed that any ESP course should obey a
strategy of predetermined objectives based on a needs analysis of students learning
English, to find out for what they are requiring the language which in turn leads to
define as specifically as possible what the students need to learn in that language.
According to Hutchinson and Waters (1987), the approach to ESP should be based
on the learner's needs in their respective specialized subjects. Hutchinson and Water's
view of ESP points to the importance and roles of learners both in the design of the
course and its implementation in the teaching and learning processes. To recognize
specific needs of students one would have to carry out some kind of assessment or
evaluation of the existing textbooks. The types of modifications of learning resources
are made accordingly to meet the kinds of individual differences with regard to time,
goals, mode, or expectations of learning (Hutchinson and Waters, 1987). The
discussion of the importance of needs analysis focuses on its roles as a starting point or
a guide for course design, syllabus design, materials selection, assessment or even
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classroom activities. With the information at hand of learner needs a course designer
will be able to produce a detailed description of language skills, functions, and forms
as determined in the learner needs profile, which in turn leads to design a course.
According to Robinson (1991:3), needs analysis is a predominance process in ESP
programming procedure. For him the key criteria of ESP is its goal directedness, and
its development from needs analysis to design courses with the "aims to specify as
closely as possible what exactly it is that students have to do through the medium of
English". Needs analysis is neither unique to language teaching nor within language
training but it is often seen as being the corner stone of ESP and leads to a very

focused course (Dudley-Evans and St John, 1998:122).
1.1.5. Classification of ESP
For many decades, ESP has been separated into two major fields: English for
Academic Purposes (EAP) and English for Occupational Purposes (EOP). The
classification is presented as in the following tree diagram:
Figure 1: ESP classification by experience
(Robinson, 1991, taken from Dudley-Evans and St John, 1998:6)
The above classification of ESP into EAP and EOP is important because it “affects
the degree of specificity that is appropriate to the course” (Dudley-Evans and St John,
8
EOP
EEP/EAP
Pre-experience
Simultaneous/In-service
Post-experience
For study in a
Specific discipline
As a school subject
Pre-study
In-study
Post-study
Independent
Integrated
ESP
1998:6). According to the diagram, an EOP course has professional purposes and
vocational purposes; meanwhile, an EAP course aims at education.
According to the above traditional classification, the scope of ESP is extremely
limited because the learners are able to learn English for only restricted purposes and
cope with particular situations within extremely limited linguistic settings. Therefore,
“Tree of ELT” (Hutchison and Waters, 1987:6) broadened the scope of ESP as the

following figure:
English for specific purposes
English for Academic purposes English for Occupational Purposes
Figure 2: ESP classification by professional area (Hutchison and Waters, 1987:6)
Hutchison and Waters (1987:16) believed that EOP and EAP could not be
separated because “people can work and study simultaneously; it is also likely that in
many cases the language learnt for immediate use in a study environment will be used
later when the student takes up, or returns to, a job”.
In general, it is impossible classify ESP clearly without overlap and potential
confusion as a matter of fact. Consequently, ESP teachers need to consider different
models given by those authors to decide which type of ESP course they are in charge.
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Pre-
Vocational
English
English for
(Academic)
Science and
Technology
English for
(Academic)
Medical
Purposes
English for
(Academic)
Legal
Purposes
English for
Management
Finance and

Economics
English for
Professional purposes
English for
Vocational purposes
English
For
medical
purposes
English
For
Business
purposes
Vocational
English
1.1.6. ESP teaching strategies
There were numerous discussions among well-known researchers in the realm of
language teaching in general and ESP teaching in particular such as Brumfit (1984),
Nunan (1988), Dickinson (1987), Hutchinson and Waters (1987), Robison (1991),
Brown (1994), Dudley and St John (1997). However, the ideas may fall into two major
groups.
In the first place, Hutchinson and Waters (1987:142) supposed that “at the level of
techniques, the ESP teacher can learn a lot from General English practice” so “the
classroom skills and techniques acquired in General English teaching can be usefully
employed in the ESP classroom.” Therefore, they suggested ten techniques which are
able to apply to almost any lesson.
Table 1: Ten techniques applied to ESP lesson. (Hutchinson and Waters, 1987:139-
142)
Techniques Definition
1. Gaps

1.1.
Information
gaps
One learner has some information, another does not.
There is a need to communicate and share knowledge.
1.2. Media
gaps
The information is available in one medium and needs
to be transferred to another medium.
1.3.
Reasoning
gaps
There are clues and pieces of evidence but the answer
needs to be explored.
1.4.
Memory
gaps
The learners have received some information at one
stage of the lesson. Now they must use their memories
to reconstruct.
1.5. Jigsaw
gaps
All the parts are there, but they need to be put together
to form a complete unit.
Techniques Definition
10
1. Gaps
1.6. Opinion
gaps
What is important? What is not? What is relevant?

1.7.
Certainty
gaps
What is definitely known? What can be presupposed?
What can be predicted? What is completely
unavailable?
2. Variety
2.1. Variety
of medium
Text, tape, pictures, speech.
2. Variety
2.2. Variety
of classroom
organization
Whole class, pair, individual, group.
2.3. Variety
of learner
roles
Presenter, evaluator, receiver, thinker, negotiator.
2.4. Variety of exercise, activity or task
2.5.
Variety of
skills
Reading, listening, writing, speaking, graphic skills.
2.6. Variety of topic
2.7.
Variety of
focus
accuracy, fluency; discourse, structure, pronunciation etc.
3. Prediction

Using an existing knowledge of a pattern or system in order to
anticipate what is likely in a novel situation.
4. Enjoyment The rich learning environment of an enjoyable experience.
Techniques Definition
5.An integrated
methodology
Using range of skills greatly increases the range of activities possible
in the classroom.
6. Coherence
Each stage should build on previous stages and lead naturally into the
following stages.
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7. Preparation
Building up a context of knowledge around the materials and so
preparing the learners’ minds to learn.
8. Involvement Asking questions and waiting for the answers.
9. Creativity
Activities should allow for different possible answers, different levels
of response.
10. Atmosphere The cultivation of a cooperative social climate within the classroom.
In the second place, the recent discussions raised by other authors such as
Robinson (1991), Martin (1992), Dudley Evans and St John (1997) and Jordan
(1997) concluded that tasks and activities in ESP classroom should reflect the learners’
specialist world (Dudley Evans and St John, 1997: 187). More specifically, they can
“involve people undertaking communication work for a purpose” (Martin, 1992: 189).
Among those, case studies and project work are strongly recommended to teach ESP
because of their outstanding advantages.
Case studies
Case studies were emphasized as an appropriate activity in teaching ESP because
it offered students a chance to work out “realistic, complex, ill-defined problem that

has many possible solutions, none of them ideal” (Huckin, 1988, quoted in Jordan,
1997:114). Thus, this kind of activity aims at presenting “students with some aspect of
a real life scenario, through which they can apply and integrate knowledge, skills,
theory and any experience” (Dudley-Evans and St John, 1997:192). A case study
consists of three stages which are data input (data presented through texts, audio and
video recordings), data processing (understanding and manipulating data) and output
presentation (oral presentation or written reports for feedback) (Dudley-Evans and St
John, 1997, quoted in Yen, 2001:52).
Project work
Jordan (1997:195) assessed project work as a reward but also a high-risk activity
because students had to take responsibility for collecting information needed to
complete the project. In spite of that, project work is still “particularly appropriate to
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ESP/EAP since doing a project may well be a requirement for a university student,
especially at the graduate level” (Robinson, 1994:50). Bloor and St John (1988, quoted
in Robinson, 1994:51) categorized project into three major types composed of group
project which requires the group members to do real research, mini-research project
used for individuals to conduct questionnaires, surveys as well as interviews and
literature-based project involving individuals in reading extensively.
In my opinion, ESP teachers should be adaptable and flexible in teaching
(Hutchison and Waters, 1987:165). ESP lessons would be more effective if they
choose strategies suitable to their students’ levels and ability. The combination
between techniques in general English and special skills in teaching ESP seems to be
the best way to teach ESP.
1.2. Roles of ESP teacher
In fact, ESP teaching is really diversified so some researchers (Dudley-Evans and
St John, 1998:13) call an ESP lecturer by the term “practitioner” rather than “teacher”.
It refers that ESP work requires much more than teacher. ESP practitioner can play a
few roles as the following:
1.2.1. The ESP practitioner as a teacher

ESP is a practical discipline with the most important objective of helping students
to learn. However, the ESP teacher is not the primary knower of the content of the
material (Dudley-Evans and St John, 1998:13). In the situation that the course focuses
on the subject content or work the students are involved in, they may more master the
content than the teacher. Therefore, the teacher can take advantage the students’
knowledge to generate communication in the class. The role of ESP teacher changes
into one-to-one consultant to the students. ESP teachers need to be flexible, good at
listening to learners and interested in the disciplines or professional activities the
students participate in.
1.2.2. The ESP practitioner as a course designer and material provider
According to Dudley-Evans and St John (1998:14), it is almost impossible to use a
particular textbook without the need for supplementary material. Added to this,
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sometimes no really suitable published material exists for identified needs. As a result,
ESP practitioners often have to provide the material for the course. They need to select
the published material, adapt material to be more suitable or even produce it. In order
to do these jobs well, “ESP teachers also need to assess the effectiveness of the
teaching material used on the course, whether that material is published or self-
produced” (Evans and St John, 1998:15).
1.2.3. The ESP practitioner as a researcher
Research has been particularly strong in the realm of English for Academic
Purposes. For example, research into English for Business purposes focusing on
investigating the genres, the language and the skills related to business communication
has increased. “ESP teachers need to be aware of and in touch with this research”
(Dudley-Evans and St John, 1998:15). Teachers carrying out a needs analysis,
designing a course, or writing teaching materials need to be capable of incorporating
the findings of the research, and those working in specific ESP situations need to be
confident that they know what is involved in skills such as written communication
(Dudley-Evans and St John, 1998:15).
1.2.4. The ESP practitioner as a collaborator

Collaboration with subject specialist is believed to be often the best way to
approach subject-specific work. It may need the cooperation helping ESP teachers set
syllabus in academic context or the real tasks. Another possibility is that specific
collaboration creates some integration between specialist studies or activities and the
language. It might be the story of the language teacher specifically providing students
for language of subject lectures. The fullest collaboration is where a subject expert and
a language teacher team-teach classes (Dudley-Evans and St John, 1998:16).
1.2.5. The ESP practitioner as an evaluator
The ESP practitioner is often required to take different kinds of evaluation –
testing of students, evaluation of courses and teaching materials. Tests are conducted
to assess how much learners have gained from the course. Course design and teaching
materials should be evaluated in the middle or at the end of the course to assess the
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learners’ abilities of using what they have learned and to find out their commands that
the course has not met. Evaluation through discussion and on-going needs analysis can
be used to adapt the syllabus (Dudley-Evans and St John, 1998:16-17).
Overall, ESP teachers as a practitioner take various roles in ESP teaching.
Therefore, Hutchison and Waters (1987:165) concluded that “adaptability” and
“flexibility” are the outstanding requirements of an ESP teacher.
1.3. Teachers’ beliefs
Teachers’ beliefs are commonly thought to affect their decisions and judgments in
the classroom. Teachers’ beliefs, in this case, refer to an attitude consistently used in
an activity which influences our thoughts and behaviors (Al-Siyabi and Region, 2009,
quoted in Borg, 2009:149). Similarly, Johnson (1999:30) confirmed that “beliefs have
a cognitive, an affective, and a behavioral component and therefore act as influences
on what we know, feel, and do”. Teachers were found to hold their significant beliefs
in five main interconnecting areas known as beliefs about learners and learning,
teaching, subjects or curriculum, learning to teach, and about the self and the nature of
teaching (Calderhead, 1996, quoted in Hassan, 2013:23). According to Borg (1999,
2003, quoted in Lin, 2010:23), the development of teaching styles is under the

influence of personality, educational background and professional experiences in the
teacher’s life. Richardson (1996) also divided teachers’ experiences into three major
kinds, which include personal experience, experience with schooling and instruction,
and experience with formal knowledge (quoted in Lin, 2010:23). Unfortunately, it is
impossible to observe teachers’ beliefs directly so they are difficult to study (Johnson,
1994).
Personally, the author supposes that teachers’ beliefs refer to the way they think
which is operated by some major factors such as characteristics, knowledge, teaching
experience and students’ demands.
1.4. Relationship between teachers’ beliefs and classroom practices
There has been a plethora of research in English language teaching proving the
existence of relationship between teachers’ beliefs and practices. Borg (2006) realized
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while beliefs frankly did impact on what teachers do, teachers’ instructional decisions
did not always reflect their beliefs (quoted in Borg, 2009:149).
Despite that, Richardson (1996, quoted in Lin, 2010:23) indicated that exploring
teachers’ beliefs and finding out how these beliefs change is a crucial process to
undergo for the purposes of understanding the teachers’ educational development and
classroom practices. Beliefs create a structured group of principles based on school
practices, a teacher’s prior experiences, and a teacher’s individual personality (Al-
Siyabi and Region, 2009, quoted in Borg, 2009:149). Johnson (1994) agreed that it
was necessary to have insights into teachers’ beliefs because it helped improve
teaching practices and teacher education programs (quoted in Borg, 2009:149). Thus,
Cortazzi and Jin (1996:169) strongly believed “behavior in language classrooms is set
within taken-for-granted frameworks of expectations, attitudes, values and beliefs
about what constitutes good learning, about how to teach or learn, whether and how to
ask questions, what textbooks are for, and how language teaching relates to broader
issues of the nature and purpose of education”. The importance of understanding
teachers’ beliefs was emphasized as “the complex ways in which these relate to
teachers’ classroom practices” and “the process of becoming, being and developing

professionally as a teacher” (Borg, 2009:163).
To sum up, the demand for understanding the hidden belief set of language
teachers as well as the effect these put on their classroom practices has been growing.
1.5. Review of previous related studies
In fact, teachers’ beliefs and practices about teaching strategies have drawn much
attention of researchers in Vietnam as well as other countries recently.
First of all, Anderson (1999) wrote anecdotes of how life experiences had
impacted his thinking about teaching, learning and reading in a second language. He
pointed out the importance of teaching strategy in a reading program. From that, he
suggested plenty of activities for each of the recommended strategies which instructed
learners quite explicitly, supported them and helped them evaluate their effectiveness
for themselves.
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