EFL TEACHERS’ PERCEPTIONS OF ENGLISH PROFICIENCY: CURRENT PRACTICES AT A CENTER OF FOREIGN LANGUAGES IN VIETNAM

Autors/ores

  • Luu Nguyen Quoc Hung Can Tho University, Vietnam

DOI:

https://doi.org/10.46827/ejel.v8i2.4801

Paraules clau:

proficiency, competence, EFL teachers, quality, standardized tests

Resum

Teachers with a high level of target language proficiency are believed to be more self-efficacious and more competent to provide good models of language usage and to undertake various teaching tasks in the target language effectively. Having a good command of English is a necessary qualification for successful teachers of English as a foreign language (EFL). In the Vietnamese teaching and learning context, EFL teachers are required to have proper professional qualifications, and English proficiency is an important quality for teaching effectiveness. With the aim to examine teachers’ perceptions towards English proficiency, this descriptive study was conducted with 33 EFL teachers at a center of foreign languages through an online survey. The results showed that teachers recognized the necessity of having English qualifications and had positive perceptions towards the English proficiency requirements. The study is beneficial for both teachers and educational administrators to have an insight into the importance of language proficiency for teaching quality. Important recommendations for successful proficiency development were also discussed.

 

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Biografia de l'autor/a

  • Luu Nguyen Quoc Hung, Can Tho University, Vietnam

    Luu Nguyen Quoc Hung is a senior English lecturer at Can Tho University. He has been teaching English for 30 years, and is currently a director of the Center for Foreign Languages, Can Tho University, Vietnam. He holds a BA in TESOL from Can Tho University, an MEd in Educational Leadership and Management from RMIT International University, Vietnam, and a PhD in Education from the University of Wollongong. His research interests focus on academic performance appraisal and quality assurance in higher education, social-cognitive theory in teaching and learning, and pedagogy of teaching English to young learners.

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Descàrregues

Publicat

2023-04-28

Número

Vol. 8 Núm. 2 (2023)

Secció

Articles

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