Several Techniques and methods for Improving english teaching Quality for Students based on Learner-Centered Approach

Abstract

Vietnam has experiences fast achievements in teaching English for high school students in long time. One of this study’s purposes is to state what are challenges in teaching English and recommendations. Barraket (2005) pointed that the re-orientation of the curriculum toward student-centredness in this case had a positive effect on student performance, learning experience and subject evaluation. In particular, the use of student-centred techniques facilitated a strong social context for learning, and provided students with a common experiential framework from which to explore the technical aspects of the curriculum. By using combination of different qualitative methods, SWOT and PDCA analytical techniques, our research results shown, We make suggestions to I,prove teaching quality: 1. Quality control of teacher input (degrees, teaching experience, trial teaching requirements); 2. Develop a set of standards for teacher quality

Empowering Vietnamese EFL Learners at Tertiary Level: Investigating Factors Shaping Learner Autonomy in English Language Acquisition

“…Also, the results highlight the importance of learner choice and study flexibility. Despite the traditional pedagogical emphasis on teachercentric methods and structured curriculum in Vietnam, an increasing shift towards learnercentered approaches, promoting flexibility and choice, is noted (Ha et al, 2022;Tran et al, 2017). The study underscores Vietnamese EFL learners' preferences for personalized learning experiences, reinforcing the significance of LA.…”

“…Moreover, effective teaching strategies fostering active learning, critical thinking, and self-reflection enhance LA and their transition to self-directed learners (Muslem et al, 2022;Nguyen & Habók, 2020). Amid a dominant tradition of teachercentered approaches, there is an emergent shift towards learner-centered methods that cultivate autonomy in Vietnam (Ha et al, 2022). Thus, teachers can augment LA among Vietnamese EFL students by adopting facilitator roles, implementing efficacious strategies, and leveraging pedagogical knowledge.…”