Revisiting Lifelong Learning and Its Practices in Vietnam

Phan, Thi Kim Thao

doi:10.54855/ijte.23314

Cited by 1 publication

(1 citation statement)

References 35 publications

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“…Scholarship has frequently emphasized the importance of these elements in fostering educator growth and effectiveness (Koh et al, 2017). In the Vietnamese educational setting, the rapid changes in the landscape of teaching and learning, fueled by globalization and technological advancements, necessitate continuous learning and development among teachers (T. K. T. Phan, 2023). Continuous learning, collaborative engagement with colleagues, participation in workshops, and regular evaluations can significantly enhance a teacher's pedagogical, content, and technical acumen (Kong and Lai, 2023).…”

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.

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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.

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Section: Teacher-related Factorsmentioning

confidence: 99%