Vietnamese Students’ Perspectives on Online Micro-Teaching (OMT) as a Technique in English Teacher Education in the 4.0 Era
Keywords:
micro-teaching, online micro-teaching, teacher educationAbstract
Since its emergence in 1963, micro-teaching has been widely adopted as an effective technique in teacher training and development across various disciplines, especially in English language teaching. A huge body of research focuses on its effectiveness and students’ and teachers' perceptions of this practice. However, scant literature can be found on online micro-teaching (OMT), particularly in Vietnam. Therefore, this survey research is aimed to explore Vietnamese students' perspectives on OMT, centering on (1) what and how they learned, (2) what difficulties they faced, and (3) what suggestions they made on future OMT. To address those questions, both qualitative and quantitative methods were employed to collect data. Specifically, a questionnaire via Google Forms, consisting of 17 closed- and open-ended questions, was delivered to 142 students at the Faculty of English Linguistics and Literature, the USSH, VNUHCM. The study results show that the participants could learn teaching and digital competencies from OMT through six main ways. Additionally, they faced three main difficulties, namely (1) checking students' learning progress/attention/concentration, (2) promoting students' participation, engagement, and collaboration, and (3) technology (Internet connection and teaching equipment). However, to better improve future OMT sessions, the participants provided five key suggestions, including (1) backup plans, (2) preparation, (3) training and rehearsal with tools and OMT, (4) engagement methods, and (5) classroom management and professionalism. They also recommended some online tools for OMT.
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