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GRADUATION THESIS
VIETNAMESE EFL TEACHERS' STRATEGIES
TO ENGAGE STUDENTS IN LEARNING
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SUBMITTED BY: LE THI HOANG HANH MAI
COURSE: K2021 CLASS: TATM ID NUMBER: HCMCD20211179
SUPERVISOR: MR. BUI PHU HUNG
HO CHI MINH CITY 2022
UNIVERSITY OF ECONOMICS HO CHI MINH CITY
SCHOOL OF FOREIGN LANGUAGES FOR ECONOMICS
*********

A STUDY OF STUDENT ENGAGEMENT
STRATEGIES IN LEARNING AMONG VIETNAMESE
EFL TEACHERS
SUBMITTED BY: LE THI HOANG HANH MAI
COURSE: K2021 CLASS: TATM ID NUMBER: HCMCD20211179
SUPERVISOR: MR. BUI PHU HUNG
HO CHI MINH CITY 2022
UNIVERSITY OF ECONOMICS HO CHI MINH CITY
SCHOOL OF FOREIGN LANGUAGES FOR ECONOMICS
*********

ACKNOWLEDGEMENTS
First and foremost, I would like to express my gratitude to Dr. Bui Phu Hung for his
invaluable assistance during my thesis writing. This theory would not have become the
reality it is today without his help. Second, I would like to express my gratitude to
everyone else who was engaged in this thesis. This includes all of my friends and family
members who provided emotional support during the process, all of the authors I
consulted, all of the participants who helped us collect data for this study, and everyone
who gave me the chance to work on this thesis in the first place. I want to express my
gratitude to every one of you once more. Thank you so much for everything.
Lê Thị Hoàng Hạnh Mai

NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN
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Giảng viên hướng dẫn
NHẬN XÉT CỦA GIẢNG VIÊN CHẤM 2
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Table of Contents
CHAPER 1: INTRODUCTION ................................................................................1
1.1 Background of the study ..................................................................................1
1.2 Rationale for the study .....................................................................................1
1.3 Research aims and question.............................................................................2
1.4 Scope of the study.............................................................................................3
1.5 Organization of the thesis ................................................................................3
CHAPTER 2: LITERATURE REVIEW..................................................................4
2.1 Communication.................................................................................................4
2.2 Effective communication.................................................................................5
2.3 Effective communication between instructors and students .......................6
2.4 The intercultural communication competence (ICC) ...................................7
2.5 Conceptualization of Classroom Engagement ..............................................8
2.6 Strategies to improve Intercultural Communication ....................................9
2.7 Summary of literature.................................................................................... 11
CHAPTER 3: RESEARCH METHODS............................................................... 11
3.1 Research approach and design ..................................................................... 13
3.2 Participants ..................................................................................................... 15
3.3 Instruments ..................................................................................................... 15
3.4. Research Process........................................................................................... 15
3.5 Data collection and procedure...................................................................... 18
3.6 Data analysis................................................................................................... 22
3.7 Ethical considerations ................................................................................... 22
3.8. Validity and Reliability................................................................................ 23
CHAPTER 4: RESULTS AND DISCUSSION ................................................... 23

4.1 Student engagement strategies of EFL teachers ........................................ 23
4.2. Student engagement strategies that student most preferred .................... 27
4.3. Compare student needs and teacher strategies .......................................... 31
CHAPTER 5. CONCLUSION................................................................................ 34
REFERENCE............................................................................................................ 34

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CHAPER 1: INTRODUCTION
1.1 Background of the study
significantly impactedPeople's lives are immediately impacted by the
economic recession, transportation challenges, and other factorThe economic
downturn, transportation challenges, and other factors immediately impact people's
lives. The Coronavirus pandemic, also known as COVID-19, has had a significant
impact significantly impacted practically every element of life. The harmful
consequences of COVID-19 have been seen in practically every profession, including
education. The COVID-19 pandemic has significantly altered the and the learning
processsystem's teaching and learning processsystem. Teachers and students are forced
to carry out their teaching and learning at home due to the required requirements of the
pandemic situation and government rules. The abrupt shift in form also significantly
impacts the educational process and approaches of both teachers and pupils. To respond
to these changes, teachers will need to make entirelynew preparations to transition from
traditional classrooms to online coursesto provide relevant learning experiences for
their students. As a result, teachers must expand their competence, as well as their
attitudes and interaction models, to gain access to the latest technology.
1.2 Rationale for the study
There are numerous obstacles associated with implementing the online teaching
process due to the necessity to approach new technologies applied to teaching and
learning. Suharwoto (2020) identified some of the challenges that both teachers and
students face when transitioning to online learning, including the technology gap
between big cities and rural schools, a lack of Internet and computer technology
resourcesfor teachers and students, difficulties in using online teaching applications for
teachers and students, and a lack of connection and connection between students and
teachers during class time. as well as through online learning. Teachers are unsure
because they must modify the system, curriculum, and teaching process to
accommodate the online learning paradigm. Students are perplexed by the online form's

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exercises and tasks and parental pressure to coach their children in the learning process
at home. For all of the reasons above, researching student outreach tactics is a topic that
merits attention and application in the rapidly evolving e-learning era.
1.3 Research aims and question
Online teaching is a teaching model used to help students easily access different
sources of knowledge, be more creative in their learning, and supplement their
knowledge. Currently, there are many different forms for teaching and learning today,
such as educational applications like Ruang Guru Quipper School, Zoom.us, Microsoft
Teams, Office 365, Google for Education, and others, to support students. Students
study at home in the most effective way. Regardless, whether in the classroom or online,
student engagement plays a huge role in the success of the teaching and learning
process. Student engagement is regarded as an indicator of the growth of both the
teacher's teaching process and the student's learning (Kuh, 2003). As a result, the
primary purpose of this essay is to teach students how to approach students in online
learning and improve students' capacity to communicate in the classroom face-to-face.
The approach technique of students and students studying American EFL teachers in
Vietnam is discussed in detail.
This research paper will concentrate on generating particular techniques to
increase the engagement of Vietnamese students to foster a learning spirit among
students. The investigation will center on two significant issues:
With the situation impacted by the pandemic and the pressing needs of the times,
teachers in general, and EFL teachers in particular, will need to design and employ
appropriate ways to encourage pupils to study.
Furthermore, to enhance their ability to engage students in active learning, EFL
teachers must improve their own andto improve their ability to engage students in active
learning; EFL teachers must improve their own and their students' confidence in
applying those tactics.

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1.4 Scope of the study
This study looks into the impact of cooperative learning on students'
multicultural communication skills. With a three-level scale of elementary, middle, and
high school, it is evident that the purpose of participation is to produce the best possible
student learning outcomes. The survey data was gathered at Tue Duc elementary,
middle, and high schools for the study. The poll is centered on the research paper's two
primary themes: the tactics employed by Vietnamese EFL teachers to improve their
students' cross-cultural communication skills in learning and the teachers' perceptions
about how those strategies were applied. The survey not only collects student
comments, but also leverages the opinions of EFL teachers in Vietnam to increase the
flexibility of both students and teachers in the learning context. strengthen the cross-
cultural communication capacity of the students in the class, and transfer all of the
teacher's knowledge to the students in the most efficient manner.
1.5 Organization of the thesis
The thesis consists of five chapters, including the first part with a brief
introduction to the research topic. Chapter 2 is a literature review showing an overview
of previous research on student approach to learning and related perspectives. Chapter
3 will introduce the research methods used throughout the thesis. The central part is
chapter 4, which will present the research results obtained and give answers to the
research questions while at the same time making the findings from the research results
that contribute to the improvement of the education sector. Online education in
particular and general education in general, The last section will recap and recollect the
critical portions of the article, the primary results, and the interpretations inferred from
those results, while also recalling the research results' contributions to the cause of
education.

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CHAPTER 2: LITERATURE REVIEW
This study presents a framework for strengthening students' communication
capacity and teachers' efforts in the student transition process. However, the primary
focus of this essay will be on assessing the problem of online learning for students and
teachers the impact of online education on students' intercultural communication.
2.1 Communication
Communication has become an essential tool for studying communication
because all human activities require direct or indirect communication. Leaders, for
example, communicate at work and through various personnel to coordinate, manage,
and supervise. This demonstrates that each individual's communication abilities
significantly impact organizational effectiveness (Brun, 2010; Summer, 2010). As a
result, it is not incorrect to state that personnel with weak communication skills will
hinder the firm's overall success (Lutgen-Sandvik, 2010).
Communication is defined as conveying information and disseminating
knowledge or understanding from a speaker to a listener (Keyton, 2011). "Communis"
means "common" in Latin and gave rise to the modern term "communication." As a
result, "communication" is defined as "making common," "making known," and
"sharing," which are all related to language and non-language and have evolved into a
form of direct human interaction (Velentzas) & Borni, 2014). According to the above
explanation, communication does not occur if there is no exchange of knowledge about
a specific problem.
to exchange thoughts and ideas with others through verbal or non-verbal forms
such as gestures, signs, signals, expressions, and others,W. Human communication is
when discussing certain topics directly or indirectly that can be exchanged by phone or
letter. Basically, whether written or oral communication is called communication
(Velentzas & Borni, 2014). Share your personal opinions and ideas so that you can
exchange thoughts and ideas with others through verbal or non-verbal forms such as
gestures, signs, signals, expressions and otherto exchange thoughts and ideas with
others through verbal or non-verbal forms such as gestures, signs, signals, expressions,
and others, making communication an indispensable necessary action in life.

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Furthermore, people learn a variety of communication skills due to the
communication process, which improves and enhances their ability to communicate
with others. Talking, listening, looking, interviewing, evaluating, and making decisions
are all communication abilities. In order to accurately understand the information and
make his or her own decisions to process that knowledge, the receiver of the data will
need to be able to analyze and evaluate the speaker's objectives the writer intends to
transmit. These are critical abilities for establishing interpersonal relationships,
developing a sense of community, and attaining success in the workplace (Velentzas &
Borni, 2014).
2.2 Effective communication
"Great communication skills will make you a good teacher in the long term,"
stated Dr. Jerry West of Montgomery County, Maryland. (West, 2008) Formalized
paraphrase That is why excellent communication should be a top concern for everyone,
rather than just great teachers (Hilliard and Newsome, 2013). When information is
transmitted between persons, effective communication happens. Different people
exchange information in an intended manner, whether consciouslyor accidentally. This
also assures that no one is misinterpreted or misinformed during the communication
process. If efficient communication is used, the information presented will be clear and
easy to grasp, and from there, the exchange of information between persons will take
place, including not just receiving information but also cultural interaction between
individuals. The outcomes will aid in the effective implementation of previously
established intentions. The purpose of potential communication could be to effect
change in the process. Consider, raise awareness, educate, or offer a personal
perspective on perception or society. When speaking and having a listener, it is more
vital that the listenerproperly understands the message that the speaker wishes to impart
(Velentzas and Borni, 2014).
Mentors must be able to communicate effectively in order to advance and thrive
in their careers. Teachers must have good listening skills and written and spoken
communication abilities and written and spoken communication abilities to increase
students' knowledge of the Lecture and properly finish their own work (Okello, 2015).

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The capacity to communicate effectively is a critical component of a teacher's
instructional success. They will need to improve and enhance their communication
abilities to be effective teachers (Glomo-Narzoles, 2012). In all elements of the
educational process, advanced communication skills are essential. As a result, teachers
must have excellent oral and writing communication skills to effectively interact with
students and convey their messages while also assisting students to improve their own
communication skills to communicate effectively. Inform pupils on what is going on in
the classroom. Communication skills are becoming increasingly important in an
organizational setting; not only do instructors or teachers need to improve their
communication skills, but people who receive information, such as students, must also
have good communication skills and receive information effectively (Ihmeided et al.,
2010).
2.3 Effective communication between instructors and students
The topic of communication in education is a vast idea that might be compared
to the ocean. The development of communication skills is a topic that is being
researched more and more these days. The teaching professionis held in great regard in
society, and teaching is regarded as the noblest job. How teachers communicate has a
significant impact on the success of their instruction. Teachers can express their
thoughts, facts, and expectations to pupils in various ways, including speaking, utilizing
gestures or body language, and so on (Duta et al., 2015).
Teachers must be attentive of their direct connections with students, as these
encounters have the potential to stimulate students and boost learning. Without
communication, neither teaching nor learning would be possible (Majid et al., 2010;
Moore, 2007). As a result, teachers with strong communication skills can foster a
favorable learning environment for their students (Hill, 2006). On the other hand,
excellent communication skills can enable one individual to influence others through
good communication tactics (Helm, 2015).
Jurik et al. (2014) emphasized the necessityof communication between teachers
and students, stating that interaction between professors and students significantly
impacts students' learning and motivation. This study looked at teachers' and students'

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replies to cognitive processes and learning motivation questions. The findings indicate
that teachers' teaching skills and information communication procedures significantly
influence pupils. Thus, teachers must work to enhance their communication skills to
achieve effective teaching (Jurik et al., 2014).
2.4 The intercultural communication competence (ICC)
Intercultural communication capacity is defined as an individual's knowledge,
abilities, and attitudes that contribute to his or her ability to communicate successfully.
Cultural knowledge refers to a group of people's views, values, or norms that directly
influence an individual's communicative behavior (Greenberg, 2007). Cultural
knowledge encompasses a wide range of sociological awareness, cultural self-
awareness, understanding of specific cultures, and vast cultural knowledge. In general,
knowing and understanding the culture and the capacity to communicate are required
to be able to impart real knowledge about that society. In addition to information, skills
play an essential role in increasing intercultural communication capacity (Okello,
2015). In order to digest received information, skills such as observing, listening,
assessing, analyzing, and interpreting are used. To communicate effectively across
cultures, attitudes toward intercultural communication must be polite and open
(Hellriegel et al., 1998). Heneman and Schwab (1985) demonstrate that caring for
others, actively listening to the speaker to show self-respect and gratitude for the
speaker, and developing long-term connections with people who have different opinions
and values are all important. The attitude toward intercultural communication extends
from there.
Individuals have diverse perspectives of their aims and appraisals of cultural
differences (Hill, 2006). Culture can be expressed in a variety of ways, but the three
primary types of culture are product, practice, and opinion. Paintings, books, music, and
education are examples of tangible and immaterial creations. Social actions such as
gestures, how individuals behave, and how each person evaluates and processes
information received are all examples of practice. At the same time, each individual will
have a unique set of values, ideas, attitudes, and beliefs (Cutshall, 2012). As a result,
each individual must build product knowledge, practice, and broaden his or her own

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perspective in order to appreciate cultural differences and act appropriately (Stern,
1983). scene (Getange, 2016)
Effective communication abilities are essential for teachers and almost everyone
to improve their cross-cultural communication skills. To ensure efficient
communication, presenters and listeners must consider the environment and cultural
customs, such as the duration of discourse between cultures, the distance between
cultures, or variances in nonverbal communication guidelines (Stern, 1983).
2.5 Conceptualization of Classroom Engagement
Students and teachers' active and emotional involvement in a learning process is
referredto as engagement (Reeve et al., 2004). According to the educational literature,
there are many various forms of interactions, but there are often two basic types of
interactions in the classroom: class member conduct, such as teachers and students, and
direct emotional engagement (Brophy, 2010)). In addition to behavioral and emotional
exchanges, there is cognitive interaction between teachers and students in the
educational setting (Caner, 2012; Croxton, 2014). Each component in the cognitive
interaction model correlates with the other, and the three behavioral, emotional, and
cognitive components form a whole iterative structure. a single instance Participation
behavior in this interaction model refers to participation in learning-related activities
such as acquiring knowledge, participating in class discussions, and doing homework;
emotions will be related to the reactions of students and teachers in the learning and
knowledge exchange process; and cognitive refers to the application of learning
activities as well as learning strategies to firmly grasp the knowledge learned.
According to Reeve (2004), this three-dimensional interaction model excludes
learners' positive and constructive contributions to learning processes. Eccles (2016),
on the other hand, investigated and determined if the agents in this model differed from
other forms of interactions and provided predictions that differed from those derived
from previous three-way investigations (Eccles, 2016).

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2.6 Strategies to improve Intercultural Communication
It is inevitable to improve intercultural communication. Intercultural
communication skills are crucial in today's student education (Orodho et al., 2013).
When the present educational model changes, students must also engage in online
learning and face-to-face instruction. This has a significant impact on the students'
capacity to speak cross-culturally and their ability to communicate in general. As a
result, instructors and schools will need to develop realistictechniques to boost students'
cross-cultural communication capacity while learning.
Information Cooperation
Teachers will need to act as a bridge between students and establish conditions
that allow pupils to receive information and exchange information among class
members readily. Teachers will need to rely on their own communication abilities to
effectively transmit information to students (Lee and Markey, 2014). The teacher's
communication will be displayed by rationally building the course outline material so
that the students may readily absorb the knowledge (Marx and Moss, 2011). In addition
to preparing for the subject, teachers must communicate facts to students verbally in a
detailed and thorough manner (Mendenhall et al., 2004) for pupils to understand the
problem. may be successful (O'Dowd, 2006)).At the same time, teachers must be closer
to and understand their students, which is part of intercultural communication, to
comprehend their students and collaborate on knowledge in the learning process for
students.
Cognitive Cooperation
For communication between professors and students to be somewhat successful,
it is required to process the information received. As a result, students will need to
connect the material they have learned and combine it with practical experiences to link
and remember it better (Huit and Cain, 2005). Cognitive cooperation aids students in
improving their intercultural communication skills. Furthermore, activities that allow
students in the class to discuss their experiences relating to theory are a form of
communication (Isabelli-García, 2006). Each learner will have their own point of view
and worldview; thus, they will have their own experience (Kirschner, 2015).As a result,

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instructors' roles are critical in linking students' perceptions to exchange various
information and ideas and increase intercultural communication in the classroom.
Emotional Cooperation
Emotions do not constitute a class, but they have a significant impact on the
effectiveness of a lesson (Koester and Olebe, 1988). As a result, the teacher's
involvement in establishing a positive school environment is critical(Deardorff, 2006a).
The ability to impart and share knowledge is essential in any classroom (Deardorff,
2006b). When the class is active, however, communication and information sharing
between students and between students and professors is strengthened, which not only
improves the educational effectbut also generates a lively atmosphere in the classroom.
At the time, the teacher was successful in constructing his classroom (Belz, 2002). The
dynamic classroom atmosphere also increases students' enthusiasm for learning and
willingness to offer their thoughts. Emotional cooperation is essential for shaping the
school environment (Bohinski and Levenithal, 2015). Strategies for fosteringemotional
collaboration in the classroom directlyimpact students' abilities to develop intercultural
communication. Being upfront about one's emotions also helps people feel more at ease
with their words (Chen and Starosta, 1997). It will then be easier for students and
teachers to exchange their expertise and information and bridge cultures.
Outcome of Cooperation in learning
Collaborative learning is an essential strategy for improving student
communication and learning results. Cooperation in learning here includes the
assistance of teachers to students in transferring and receiving knowledge and mutual
aid in learning between students (Byram, 1997). When there is cooperation, the
outcomes improve (Anderson and Lawton, 2011). As a result, learning collaboration
will aid in improving performance not only for individual achievement but also for
group achievement. People will be more productive if they have defined goals to strive
for (Behrmd and Porzelt, 2012). The primary purpose of education is to expand pupils'
knowledge (Bennet, 2009). As a result, when teachers achieve the class's objectives,
they will be more driven to teach and put up their best efforts to transmit information to
students. The quality of learning will then reach its pinnacle due to collaboration in
learning.

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2.7 Summary of literature
The development of effective communication skills is a critical component of
the instructor's success. To be successful, instructors must have highly defined degrees
of communication abilities. Effective communication is to effective teaching since it
influences instructor productivity and instructor and student efficiency. The way
instructors engage determines how effective they are. We communicate our thoughts,
knowledge, and desires in various methods, including speech, gestures, another body
language, and written words. Instructors with solid communication skills will foster a
more productive learning and teaching environment for their pupils.
Communication plays a significant part in the exchange of knowledge and
intercultural communication, and the teacher is the one who connects the interactions
in the classroom. Not only does it promote student communication, but it also improves
the ability of students in the class to exchange information as well as communication
between teachers and students. As a result, additional techniques will be required to
improve intercultural dialogue among students. At the same time, they increase the
effectiveness of the lecture Lecture as well asnd the ability of pupils to acquire
knowledge. The strategies and outcomes will differ, but they all share the same aim of
increasingaim to increase communication and cross-cultural communication in the
classroom.
CHAPTER 3: RESEARCH METHODS
This study evaluated the correlation between brand awareness and consumers'
decision to buy authentic products through social media tools. To carry out this
assessment process, Data will be developed and collected through a questionnaire
accompanied by an in-depth questionnaire of research leaders. In which, this study uses
a quantitative method through the use of collecteddata or qualitative information about
the research object according to certain scales (Creswell, 2009). This chapter includes
the following sections:

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Research Design: describes the subjective framework of the researcher's
research methods in terms of analytical techniques and statistical descriptive tools to
suit research needs and details. Specifics of the research data.
Research Methodology: describing and explaining the research methods carried
out. This section describes in detail the specific analytical methods and techniques for
the evaluation, identification and processing of the collected information.
Research Process: developing from the demonstrated facts and researchtheories
as the basis for the research process carriedout in this study. The next step is to develop
researchhypotheses toaddress the researchobjectives and collectresearchdata. Finally,
the practical application and solutions in terms of theoretical logic.
Sample and data collection procedure: the sample is randomly taken from
subjects that fit the research criteria. Research subjects participate in the investigation
process to provide the most necessary and detailed information about the investigation
problem. Therefore, the sampling process is subjective and random; determined by the
researcher to analyze study eligibility factors. Data collection process: research data
source is collected directly and is the main data source. This process will collect and
identify the information needed to conduct quantitative research; includes selected
variables that are representative of the study population. Research participants need to
answer the survey questions, analyze the assessment and perceive the problem. In
addition, the study also selectedten people who are experts in highly specialized fields;
to develop their practical theoretical system in the process of practical application.
Measurement: building a standard scale and calculation tools to analyze the
collected data. This process is done through data observation and recording of
parameters to serve the research process. Measurement ideas are built with
measurement levels. This study made the selectionof ordinal measurement level based
on the evaluation factor of the study participants through the Likert Scale (1932). From
there, the measurements are calculated for reliability using the theoretical ordinal scale
tally.
Validity and Reliability: define quantitative research as the soul of this research.
Therefore, the validity and reliability of data sources as well as research results play an
important role in confirming the validity of this study.

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3.1 Research approach and design
This research paper is designed according to the logical sequence of an academic
text. First, the author identifies the urgent problem of the relevant topic, from which,
the research questions will be raised. A theoretical overview is then presented, which
includes the theoreticalframework and background relevant to the problem of the study.
The next part of this research paper will be referredto as the methodology section. Thus,
the author will present how the study was conducted, as well as the methods of data
collection and analysis for this research content.
Research design is used to help researchers implement certain research methods;
consistent with research standards and norms in order to provide successful
argumentative analysis. Research topics are explained through researchimages: survey,
analysis and review, actual or semi-empirical experiment. The study design includes
several important contents; include: the process of collecting information, measuring
the collectedinformation, and analyzing the data. The process of selecting the research
design of the researcher is consistent with the research objectives set out; not only
successfully provided accurate and objective knowledge about the research object, the
research also built the survey to ensure the research criteria: neutrality, reliability
validity and generalizability.
Neutrality: building assumptions about the data to be collectedto satisfyresearch
needs. The results from the collectionprocess are independent and objective; and avoid
conflicts during the research subjects' responses to the survey questions. Moreover,
researchers need to understand the issues in the survey to avoid collecting information
that does not accurately reflect the characteristics of survey participants.
Reliability: the study subjects were not limited to demographic issues such as
age, academic historyor educational outcomes. The researchis completed to cover most
of the research problems through the research object.

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Validity: the researchmethods implemented in the study have high accuracy and
have been proven in many previous research papers. The questionnaire was developed
to most accurately reflect the characteristics of the research subjects.
Generalization: the research results are aggregated and applied to any subjects
living in Vietnam in accordance with the research standards. Any other research done
may derive research results from this study.
Figure. Research Design
With Data analysis, the author will delve into the output analysis of the data
collected and processed through Excel software. From the obtained results, the author
will conclude the findings and discuss these results. Research questions will also be
clarified in this presentation, and recommendations will be made after the discussion.
The last part is the conclusion for the study. In addition to summarizing the content of
the study, this conclusion also provides limitations as well as implications for future
research.
Introduction
(Significance of the
topic)
Literature Review
Methodology
Data Analysis
Findings and
Discussion
Conclusion

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3.2 Participants
The objective of the study is to find out strategies to attract students among
Vietnamese teachers of English as a second language. Therefore, the surveyed subjects
include English teachers, and survey students to understand which methods are most
effective and help students understand the lesson fastest.
3.3 Instruments
Several data collection tools were used. Research tools include interviews,
surveys or checklists. First, information about the frequency of activities that attract
students' attention in the classroom and the attitudes of students and teachers toward
activities that attract students' attention, such as Their likes, feelings, etc., are collected
through a survey. On the basis of the collecteddata, the author will show which method
teachers are frequently used and most effective for students.
3.4. Research Process
The research process is not a linear process in which the author must complete
step one before moving on to step two or three. the author does not need to put off
writing the paper until gathering all of the sources, in fact, the author may want to start
writing as soon as possible and adjust the search, thesis statement, and writing as the
author continues to work through the research process. For that reason, consider the
following research process as a guideline to follow as the work through the paper. the
author may revisit the steps as many times as needed to create a finished product.

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First, the author decides on the topic, or carefully considers the topic that has
been assigned.
Second, the topic is narrowed in order to narrow search parameters. When the
author decide on a topic, the author often start large and must narrow the focus; the
author move from general subject, to a more limited topic, to a specific focus or
issue.The reader does not want a cursory look at the topic; they want to walk away with
some newfound knowledge and deeper understanding of the issue. For that, details are
essential.
The third step is doing background research, or pre-research. Begin by figuring
out what the author knows about the topic, and then fillin any gaps the author may have
on the basics by looking at more general sources. Once the author knows the basics of
the topic, start investigating that basic information for potential sources of conflict.
Does there seem to be disagreement about particular aspects of the topic? For instance,
if the author's looking at a Civil War battle, are there any parts of the battle that
historians seem to argue about? Perhaps some point to one ' 'figure's failing as a reason
for a loss, and some point instead to another ' 'figure's spectacular success as a reason
his side won?
Then, the author will create a research question. Once the author has narrowed
the topic so that it is manageable, it is time to generate research questions about the

17
topic. Create thought-provoking, open-ended questions, ones that encourage debate.
Decide which question addresses the issue that concerns the author—that will be the
main research question. Secondary questions will address the who, what, when, where,
why, and how of the issue. Which include the main question and other secondary
questions
Next, """"""answer"" """" the main research question to create a working thesis
statement. The thesis statement is a single sentence that identifies the topic and shows
the directionofthe paper while simultaneously allowing the reader to glean the ' 'writer's
stance on that topic. A working thesis performs four main functions:
Narrows the subject to the single point that readers should understand
Names the topic and makes a significant assertion about that topic
Conveys the purpose
Provides a preview of how the essay will be arranged (usually).
The sixth step is determining what kind of sources are best for the argument.
Which tends to clarify """""""""""How many sources will the author need? How long
should the paper be? Will the author need primary or secondary sources? Where will
the author find the best information""""""""""?"
After that, bibliography will be created as gathering and referencing sources.
Make sure credible information is used and relevant sources are used. ' 'It's always a
good idea to utilize referencemanagement programs like Zotero, Mendeley, or EndNote
so the author can keep track of the research and citations while working and searching,
instead of waiting until the end.
Lastly, the author will write and edit the paper! Then incorporate the research
into writing and properly cite all the sources.

18
3.5 Data collection and procedure
For this study, data was collectedmainly from two areas: First, EFL teachers in
Vietnam use student engagement strategies and second, which student engagement
strategies students feel most like. Que
stionnaire for students and teachers to answer these questions.
All of the constructs in this study were measured by scale items which include
various items and were designed as 1-to-5 Disagree-Agree response scale. Specifically,
Likert Scale 1-5 was used to collect data from participants. Likert scales are non-
comparative scaling techniques and are unidimensional (Likert, 1932). For each item,
participants were asked to illustrate their level of agreement with a specific statement
by way of an ordinal scale (Bertram, 2009). The table shows the format of five-level
Likert item that was used in this study:
Table: Five-point Likert scale of measurement
Point 1 2 3 4 5
Description
Strongly
disagree
Disagree Neutral Agree
Strongly
agree
(Source: Likert et al., 1932)
Procedure:
The study was evaluated to look at the student engagement strategies of English
teachers in Vietnam, this list is broken down into 3 activities including: working
independently, working with a small group, and active for a large group. The survey
was conducted with two methods, the first is to directly interview English teachers
around the area and the second is to be surveyed via email and social networking sites.
The table below details the questions for students and teachers.
Table: Questionnaire for EFL teachers
Directions: Please rate these learning activities in order of how often you use each
strategy in your classroom. 5 is the most frequent and 1 is the least used.

19
Independent
Activities
· Lecture in a funny way
· Integrate illustrative stories for the Lecture
· Using images in lecture content
· Electronic-based activities
· Working one-on-one with the teacher
· Leading from the old knowledge to the new one
· Start with a song
· Project-based learning
· Reading to self
· Writing to Learn
Small Group
Activities
· Game-based learning
· Partner reading
· Literature circles or book clubs
· Leading from the old post to the new one
· Reciprocal teaching

20
Large Group
(Whole Class)
Activities
· Watching a video
· Modeling or teacher demonstration
· Start the lesson by creating a group activity
· Discussion or debate
· Collaborative Learning
· Brainstorming
· Read-Alouds
· Writing to Learn
· Hands on, active participation
· Incorporating kinesthetic movement
· Lecture or direct instruction from teacher
Table 2: Questionnaire for students
Instructions: Please rate these learning activities that you find most effective. 5 is the
most effective and 1 is the least effective
Independent
Activities
· Integrate illustrative stories for the Lecture
· Working one-on-one with the teacher

21
· Leading from the old knowledge to the new one
· Project-based learning
· Reading to self
· Writing to Learn
Small Group
Activities
· Game-based learning
· Partner reading
· Literature circles or book clubs
· Leading from the old post to the new one
· Reciprocal teaching
Large Group
(Whole Class)
Activities
· Watching a video
· Modeling or teacher demonstration
· Start the lesson by creating a group activity
· Discussion or debate

22
· Collaborative Learning
· Brainstorming
· Read-Alouds
· Writing to Learn
· Hands on, active participation
· Incorporating kinesthetic movement
· Lecture or direct instruction from teacher
3.6 Data analysis
This study used both quantitative and qualitative methods in data analysis. Data
was collected in both data and text form as students responded to survey questions.
Research analysis was performed on data on demographics, individual behaviors, study
habits, and student outcomes. The main analytical methods include:
- Descriptive statistical analysis: analyzing the learning quality of students in
different groups on score measures. The metrics analyzed in this method include:
standard deviation, variance, mean, mean, percentile, or mod. This method indicates
whether the group of groups representsthe effectivenessof the teaching method in terms
of statistics.
- Narrative analysis: used in qualitative research for descriptive analysis of
students' perceptions of whether different learning methods are effective based on
affective assessment.
3.7 Ethical considerations
Comply with regulations that require informed consent of research
participants. This is especially important in studies that may affect subjects. This

23
process is intended to ensure that all individuals participating in research as research
subjects are voluntary and understood. clear the risks or benefits of doing so. The
researcher is obliged to fully inform the subject of the study about the purpose of the
study, the timing and procedure, and the subject's right to withdraw from the study at
any time, including when it has begun and the consequences thereof; prospects for
research benefits including incentives for participants; possible risks....
Respect confidentialityand privacy. When using the information they provide,
researchers need to ensure that the subject's privacy is properly protected, and that
people know how the information they provide will be used. any, at what level of
security.
3.8. Validity and Reliability
This study uses quantitative research as the main method to study the issue of
interest. Therefore, the validity and reliability of the study are very important. In which,
the reliability of the collected data source is decisive for the conclusion of this study.
The data collection and analysis is done with the utmost care and completeness from
the researcher. The data sources need to be valid to a certain standard for the analysis
to go smoothly (Whittemore and Mandle, 2001).
CHAPTER 4: RESULTS AND DISCUSSION
4.1 Student engagement strategies of EFL teachers
Table: Student engagement strategies for individual of EFL teachers

24
Leading from the old knowledge to the new one 4.135
Integrate illustrative stories for the Lecture 4.085
Lecture in a funny way 4.025
Using images in lecture content 3.95
Writing to Learn 3.945
Working one-on-one with the teacher 3.655
Electronic-based activities 3.515
Project-based learning 3.08
Start with a song 2.89
Reading to self 2.875
Research results show that to attract individual students' attention, EFL teachers
in Vietnam use many different methods. In which, the three most frequently used
methods are: Leading from the old knowledge to the new one (with an average score of
4.135)and Lecture in a funny way (with an average scoreof 4.025). The three strategies
that teachers use the least are Project-based learning (with an average score of 3.08),

25
Start with a song (with an average score of 2.89) and finally Reading to self (with an
average score of 2,875).
Table: Student engagement strategies for small group students of EFL teachers
Game-based learning 4
Literature circles or book clubs 3.01
Leading from the old knowledge to the new one 2.99
Partner reading 2.9
Reciprocal teaching 2.895
The chart above shows the three strategies teachers use most often to capture the
attention of a small group of students: Lecture in a funny way (with an average score of

26
4.105), Electronic-based activities (with a GPA of 4,085) and Using images in lecture
content (with an average of 4,035). The three least used methods include: Leading from
the old knowledge to the new one (with an average scoreof 2.99), Partner reading (with
an average score of 2.9) and Reciprocal teaching (with an average score of 2.895).
Table: Student engagement strategies for large group students of EFL teachers
Collaborative Learning 4.52
Brainstorming 4.50
Hands on, active participation 4.05
Discussion or debate 4.03
Lecture or direct instruction from teacher 4.02
Read-Alouds 3.98

27
Start the lessonby creating a group activity 3.17
Incorporating kinesthetic movement 3.08
Watching a video 3.02
Modeling or teacher demonstration 2.98
Research results show that in order to attract attention and improve students'
effectiveness, EFL teachers often use many different methods, in which, the three most
frequently used methods are Collaborative Learning (with average score of 4.52),
Brainstorming (with an average score of 4.5) and Hands on, active participation (with
an average score of 4.05) and the three least used methods are Watching a video (with
an average score of 3.02 ), Modeling or teacher demonstration (with an average score
of 2.98) and Start with a song (with an average score of 2.96)
4.2. Student engagement strategies that student most preferred
Table: Student engagement strategies that individual student most preferred

28
Integrate illustrative stories for the Lecture 4.01
Leading from the old post to the new one 4.00
Working one-on-one with the teacher 3.38
Project-based learning 3.11
Reading to self 2.88

29
The survey resultsshow that the student strategies that students like and are most
excited about are Using images in lecture content (with an average score of 4.03),
Integrate illustrative stories for the Lecture (with an average score of 4.01) and Writing
to Learn (with a GPA of 4.00). The three strategies that students weren't most excited
about were Project-based learning (with an average score of 3.11), Start with a song
(with an average score of 2.93) and Reading to self (with an average score of 2.88).
Table: Student engagement strategies that small group student most preferred
Game-based learning 4.005
Leading from the old post to the new one 3.235
Literature circles or book clubs 3.04

30
Partner reading 2.955
Reciprocal teaching 2.92
Research results show that for a small group of students, three strategies are
preferred: Electronic-based activities (with an average score of 4,015); Game-based
learning (with a GPA of 4,005) and Using images in lecture content (with a GPA of
3,975). The three strategies that students least liked to use were: Starting with a song
(with an average score of 2.97), partner reading (with an average score of 2.955) and
Reciprocal teaching (with an average score of 2.92).
Brainstorming 4.60
Collaborative Learning 4.47
Discussion or debate 4.12
Read-Alouds 4.04
Lecture or direct instruction from teacher 4.02

31
Hands on, active participation 3.98
Modeling or teacher demonstration 2.98
Start the lessonby creating a group activity 2.94
Incorporating kinesthetic movement 2.90
Watching a video 2.89
Research results show that for a large group of students, three strategies are
preferred: Brainstorming (with an average score of 4.6); Collaborative Learning (with
a GPA of 4.47) and Discussion or debate (with a GPA of 4.12). The three strategies that
students least liked to use were: Start the lesson by creating a group activity (with an
average score of 2.94), Incorporating kinesthetic movement (with an average score of
2.90) and Watching a video (with an average score of 2.89)
4.3. Compare student needs and teacher strategies
Table: Compare individual ' 'student's needs and ' 'teacher's strategies
Teacher's strategies Student's needs
Using images in lecture
content
4.08 4.03
Integrate illustrative
stories for the Lecture
4.035 4.005
Writing to Learn 3.92 4
Leading from the old
post to the new one
4 3.995

32
Lecture in a funny way 4.05 3.955
Working one-on-one
with the teacher
3.56 3.375
Electronic-based
activities
3.625 3.365
Project-based learning 3.105 3.11
Start with a song 2.945 2.925
Reading to self 2.895 2.875
The table above shows that the results of the strategies used by teachers are
relatively consistent with the needs of individual students.
Table: Compare Small group ' 'student's needs and ' 'teacher's strategies
Teacher's
strategies
Small group
student's needs
Electronic-based activities 4.09 4.02
Game-based learning 4.00 4.01
Using images in lecture content 4.04 3.98
Lecture in a funny way 4.11 3.95
Leading from the old post to
the new one
2.99 3.24
Literature circles or book clubs 3.01 3.04
Partner reading 2.90 2.96
Reciprocal teaching 2.895 2.92
relatively consistent with the needs of small group students.

33
Table: Compare large group ' 'student's needs and ' 'teacher's strategies
Teacher's
strategies
Large group student's
needs
Brainstorming 4.5 4.60
Collaborative Learning 4.515 4.47
Discussion or debate 4.025 4.12
Read-Alouds 3.975 4.04
Lecture or direct
instruction from teacher
4.015 4.02
Hands on, active
participation
4.045 3.98
Writing to Learn 3.985 3.96
Modeling or teacher
demonstration
2.98 2.98
Start the lessonby creating
a group activity
3.17 2.94
Incorporating kinesthetic
movement
3.075 2.90
Watching a video 3.02 2.89
relatively consistent with the needs of large group students.

34
CHAPTER 5. CONCLUSION
The study was conducted to find out the student engagement strategies that EFL
teachers frequently use. The study was divided into 3 groups: For individual students,
for a small group of students and for a large group of students. Research results have
shown that the strategies that EFL teachers often apply to individual students include:
Leading from the old knowledge to the new one, Integrate illustrative stories for the
Lecture and Lecture in a funny way. For a small group of students, strategies EFL
teachers often implement include: Lecture in a funny way, Electronic-based activities,
and Using images in lecture content. For a large group of students, frequently used
strategies include: Collaborative Learning, Brainstorming and Hands on, active
participation. When comparing the strategies frequently used by teachers and the needs
of their students, there are slight but insignificant differences. EFL teachers need to
continue to promote and apply current methods for maximum effectiveness.
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