Current challenges in the teaching of tertiary English in Vietnam

Hien, Trinh Thi Thu; Loan, Mai Thi

doi:10.4324/9781315212098-4

Cited by 18 publications

(36 citation statements)

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“…Similarly, these investigations supported Tran's (2019) conclusions that Vietnamese teachers employ strong traditional teaching approaches. This could be due to the structure and subject matter of the Vietnamese educational curriculum for teachers who mostly utilise traditional methods (Ha, 2020;Hien & Loan, 2018;Tran et al, 2019). Moreover, item 16 under efficacy for CM ('How successfully can you establish a CM system with each group of students?')…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, classroom instruction in Vietnam is still one-size-fits-all. It signifies that in the current teaching context, the classroom comprises a principal lecturer who directs and gives speech to the entire class, which is improper and ineffective (Hien & Loan, 2018;Tran et al, 2019). It follows that it makes sense that this item does not fit adequately.…”

Section: Discussionmentioning

confidence: 99%

“…As a result, high school teachers must have appropriate professional competence as well as efficacy. Teacher efficacy, the foundation for evaluating teacher quality, must be evaluated on a regular basis to assist teachers in improving their abilities and, as a result, assisting learners in achieving better learning outcomes in their learning (Ha, 2020;Hien & Loan, 2018). Teachers in Vietnam must believe they are competent of controlling their instructional activities in order to provide suitable training for professional progress.…”

Section: Introductionmentioning

confidence: 99%

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Testing the factor structure of the teacher efficacy scale for in-service teachers

Tran

2023

CJES

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In recent years, the factor structure of the teacher efficacy scale for in-service teachers has been validated and the significant impacts of the teacher efficacy on both teachers' outcomes (organizational commitment and job satisfaction) and students' outcomes (academic achievement and motivation) have been documented in different contexts of education. However, the present literature shows that there has been relatively little research on this field in the system of Vietnamese education. Therefore, the current study investigates the factor structure of the 24-item Vietnamese translation of the teachers’ sense of efficacy scale (TSES) for 397 in-service high school teachers. Factorial analysis revealed an adequate fit for the original TSES's three-factor structure, which included efficacy for instructional techniques, efficacy for classroom management and efficacy for student involvement. Cronbach's alpha coefficients showed good internal consistency for the overall scale and three subscales. The findings support the use of the TSES to measure teachers' efficacy in the context of Vietnam's educational system. Future research on teacher efficacy with subject expertise in Vietnamese schools should include teachers from primary, secondary and even tertiary universities. Keywords: Classroom management, factor structure, in-service teachers, instructional techniques, student involvement, teacher efficacy.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Testing the factor structure of the teacher efficacy scale for in-service teachers

Tran

2023

CJES

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“…Zainuddin et al (2019) additionally emphasized the shared belief among businesses and students that pro ciency in English is crucial for securing employment opportunities. In the Vietnamese context, despite the wide range of English language programmes offered by English learning institutions, the level of English language pro ciency remains low and uneven, especially among non-English major students (Nguyen & Habók, 2021;Trinh & Mai 2018). The theory of self-regulated learning emerged in the 1980s as an effort to gain deeper insight into how learners attain mastery over their own learning process.…”

Section: Introductionmentioning

confidence: 99%

Investigating the relationship between self-regulated learning and language proficiency among EFL students in Vietnam

Dong,

Habók

2024

Preprint

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Self-regulated learning strategies have received significant attention by researchers and become the topic of many empirical studies since they are believed to significantly influence the achievement levels in acquiring a foreign language. The current research investigated the self-regulated learning strategies most commonly employed by Vietnamese EFL students, as well as any potential correlation between these strategies and language proficiency levels. The study involved the random selection of 140 undergraduate students to participate. The participants had different levels of English proficiency and learning backgrounds. They completed a self-regulated learning (SRL) questionnaire including 50 items, which is comprised of two parts. The first part gathers participants' personal details, including age, major of study, duration of English learning, and English proficiency determined through international test outcomes, while the second part assesses the participants' utilization frequency of SRL strategies. Quantitative methods were utilized to collect data, and descriptive statistics, and correlation analysis were performed to investigate the correlation between self-regulated learning and the language proficiency of learners. Results indicated that the participants often employed a range of self-regulation strategies for language learning. The three strategies that were most frequently used by the participants were elaboration, help-seeking, and time and study environment management, while critical thinking and effort regulation were the least employed strategies. Furthermore, a notable positive association was observed between students’ self-regulated learning strategies and their language proficiency. It was clear that language proficiency and elaboration strategy correlated most significantly, while the lowest correlation existed between language proficiency and effort regulation.

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“…Proficiency in English as a foreign language (EFL) is of paramount importance to globalization and integration; therefore, enhancing learners' English proficiency is essential in English language teaching (e.g., Hien & Loan, 2018;Moskovsky et al, 2013;Purnama et al, 2019). To this end, foreign language teaching trends have shifted towards a communicative approach with the hope to foster learners' communicative competence.…”

Section: Introductionmentioning

confidence: 99%

Task-Based Language Teaching in Vietnam: Research Trends, Findings, and Implications

Sang

Loi

2023

EJEL

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It is widely assumed that task-based language teaching (TBLT) has been effectively applied in EFL contexts. In Vietnam, abundant research has been implemented to examine its effects on English proficiency as well as to identify perceptions and attitudes of both teachers and learners towards using this approach in classroom contexts. This paper aims to synthesize trends in research on task-based language teaching in the context by reviewing results extracted from a corpus of 60 studies. Key aspects like effects, challenges, teacher/learner perceptions and attitudes were selected for analysis and synthesis. The results revealed that the research tended to focus more on production skills than receptive skills, and that the implementation of TBLT was reported to cause challenges for teachers, while learners tended to hold positive attitudes toward the approach. Based on the research findings, some lessons were drawn for pedagogy and future research. For successful TBLT implementation, it is suggested that teachers are informed of the effects, engaged in reflections and that exams should be shifted towards communicative competence assessment. Future research could increase sample size and treatment duration, and especially address the challenges teachers, as the main agent, encounter in implementation. Article visualizations:<img src="/-counters-/soc/0023/a.php" alt="Hit counter" />

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Current challenges in the teaching of tertiary English in Vietnam

Cited by 18 publications

References 0 publications

Testing the factor structure of the teacher efficacy scale for in-service teachers

Testing the factor structure of the teacher efficacy scale for in-service teachers

Investigating the relationship between self-regulated learning and language proficiency among EFL students in Vietnam

Task-Based Language Teaching in Vietnam: Research Trends, Findings, and Implications

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