Professional Standards in CALL Teacher Training in Vietnam: Towards an Ecological Approach to CALL Integration

Moore, Paul; Nguyen, Giang Hong; Nguyen, Vinh

doi:10.1007/978-981-99-0514-0_27

Cited by 1 publication

(1 citation statement)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These educational aids often fail to sufficiently delve into the complexities and intricate nuances of the CETC. This deficiency can be attributed to the prevalent one-size-fits-all approach to teacher training, which may not effectively cater to individual needs, contexts, and levels of understanding (Moore et al, 2023; C. D. T. T. Tran, 2021). For instance, the technical, methodological, and philosophical underpinnings of the CETC may be superficially addressed, rendering the teachers unequipped to navigate the intricate complexities they encounter in real-world classroom scenarios.…”

Section: Teacher-related Factorsmentioning

confidence: 99%

Vietnamese EFL high school teachers' perceptions of difficulties when implementing competency-based English teaching curriculum and their proposed solutions

Nguyen,

Le,

Vang

et al. 2024

Forum Linguist. Stud.

View full text Add to dashboard Cite

This study aims to examine the perceptions of Vietnamese English as a foreign language (EFL) high school teachers regarding the implementation of the competency-based English teaching curriculum (CETC) in the Mekong Delta region of Vietnam. Utilizing a qualitative approach, this study sought to delve into the challenges high school EFL teachers faced while implementing the CETC in Vietnam. Semi-structured interviews with 10 teachers were conducted to gain insights into their experiences, specifically targeting their perceptions of difficulties and their suggestions for potential solutions derived from these experiences. The findings reveal teachers’ perceptions of their perceived difficulties related to student-related factors (low English proficiency, and limited self-directed learning abilities), teacher-related factors (traditional teaching methods, inadequate language and pedagogical skills, and insufficient training), and institution-related factors (large class sizes, limited teaching time, and inadequate facilities). In addition, the teachers recommended strategic solutions for a better implementation of the CETC including providing constructive feedback, promoting collaborative learning, enhancing teachers’ language and pedagogical proficiency, reducing class sizes, and improving facilities. Accordingly, the study contributes to the understanding of CETC implementation and provides practical implications for teachers, students, and policymakers in Vietnam and other similar contexts.

show abstract

Section: Teacher-related Factorsmentioning

confidence: 99%