MANAGING CHANGE TO UPGRADE ENGLISH TEACHING IN VIETNAM

Authors

  • Hai-Ha Thi Nguyen Jaxtina Education Joint Stock Company, Hanoi, Vietnam, and VNU University of Education, Vietnam National University, Hanoi, Vietnam

DOI:

https://doi.org/10.46827/ejel.v8i3.4874

Keywords:

change management, English Language Teaching (ELT), Vietnamese education, teaching methodologies, technology integration, curriculum shifts

Abstract

Managing change in English Language Teaching (ELT) has been implemented to meet the changing requirements and expectations of language learners in a globalized society. This paper investigates the application of change management models in the field of ELT, with particular emphasis on Vietnam. The research employed a document analysis approach by reviewing and analyzing relevant academic papers on change management and managing change in ELT. The study identified five change management models, including Lewin's Change Management Model, ADKAR Model, Kotter's 8 Step Change Model, McKinsey 7S Model, and Kübler-Ross Five Stage Model. Many of these models have been employed in the ELT sector. The best practice of applying change management models in EFL is recommended to Vietnam in order to improve English teaching in its institutions and centers. The paper is expected to provide an in-depth analysis of various change management models and their potential application in the Vietnamese context.

 

Article visualizations:

Hit counter

Author Biography

  • Hai-Ha Thi Nguyen, Jaxtina Education Joint Stock Company, Hanoi, Vietnam, and VNU University of Education, Vietnam National University, Hanoi, Vietnam

    Hai-Ha Thi Nguyen is an academic manager at Jaxtina Education Joint Stock Company. She holds her MTESOL degree and is currently a doctoral student at the University of Education, Vietnam National University, Hanoi, Vietnam. Her research interests revolve around English language teaching methodologies and educational management, with a specific focus on ensuring educational quality. She is dedicated to enhancing language learning outcomes through innovative teaching methods and actively contributes to improving overall educational quality through effective educational management practices. For more information and to connect with Nguyen Thi Hai Ha, please visit her ResearchGate profile at https://www.researchgate.net/profile/Nguyen-Hai-Ha-3.

References

Burnes, B. (2004). Managing change: A strategic approach to organisational dynamics. Pearson Education.

Cunningsworth, A. (1995). Choosing your coursebook. Heinemann.

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.

Fullan, M. (2007). The new meaning of educational change. Teachers College Press.

Heath, C. (2023). What is purposive sampling? https://dovetail.com/research/purposive-sampling/

Hiatt, J. (2006). ADKAR: A model for change in business, government and our community. Prosci Learning Center Publications.

Holliday, A. (1994). Appropriate methodology and social context. Cambridge University Press.

Indeed Editorial Team. (2023). Document analysis guide: Definition and how to perform it. https://www.indeed.com/career-advice/career-development/document-analysis

Kotter, J. P. (1996). Leading change. Harvard Business School Press.

Kotter, J. P., & Cohen, D. S. (2002). The heart of change: Real-life stories of how people change their organizations. Harvard Business School Press.

Kübler-Ross, E. (1969). On death and dying. Macmillan.

Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.

Le, X. M., & Le, T. T. (2022). English language teaching pedagogical reforms in Vietnam: External factors in light of teachers’ backgrounds. Cogent Education, 9(1), 1–21. https://doi.org/10.1080/2331186X.2022.2087457

Lewin, K. (1947). Frontiers in group dynamics. In D. Cartwright (Eds.), Field theory in social science (pp. 188-237). Harper & Row.

Nguyen, A. T., & Nguyen, T. N. L. (2021). Vietnamese EFL pre-service teachers’ perceptions of the quality of a training course on English Language Teacher Education. Can Tho University Journal of Science, 13(3), 30–38. https://doi.org/10.22144/ctu.jen.2021.038

Pham, H. H. (2016). Issues to consider for improving communicative competence for Vietnamese learners. English Language Teaching, 9(12), 89-96.

Phuong, H. Y., & Tran, T. T. Q. (2022). English teaching reform in Vietnam: Responses of non-English majored students toward the target English level of the cefr-V. Journal of Language and Linguistic Studies, 17(2), 1189–1204. https://www.jlls.org/index.php/jlls/article/view/4373/1284

Richards, J. C. (2018). The changing face of language learning: Learning beyond the classroom. RELC Journal, 49(1), 5-22.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.

Tribble, C. (2012). Managing change in English language teaching: Lessons from experience. British Council.

Tuyen, L. Van, & Hien, T. D. (2022). Factors affecting English language teaching in Vietnamese high schools from teachers’ perspective. International Journal of English Literature and Social Sciences, 7(1), 317–328. https://doi.org/10.22161/ijels.71.44

Vo, H., & Nguyen, H. (2016). Critical factors in the adoption of digital English language learning: A case study in a Vietnamese university. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1-18.

Vu, H. H., & Nguyen, N. U. (2020). Classroom management techniques for teaching English inclusively to ADHD and ADS primary students in Vietnam. VNU Journal of Foreign Studies, 36(3), 53–69.

Vu, T. T. N. (2017). The Vietnamese agenda of adopting English as a medium of instruction. VNU Journal of Foreign Studies, 33(3), 53–65.

Waterman Jr., R. H., Peters, T. J., & Phillips, J. R. (1980). Structure is not organization. Business Horizons, 23(3), 14-26.

Downloads

Published

2023-06-04

Issue

Vol. 8 No. 3 (2023)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).