EFL TEXTBOOK DESIGN AND CLT ALIGNMENT IN VIETNAM

Authors

  • Ngo Tien Nguyen Faculty of Foreign Languages, An Giang University, An Giang, Vietnam Vietnam National University, Ho Chi Minh City, Vietnam

DOI:

https://doi.org/10.46827/ejel.v10i1.6006

Keywords:

textbook, CLT, Vietnam, EFL

Abstract

Textbooks play a crucial role in second language acquisition since a good textbook enables the process of language teaching and learning to become more effective. In the context of Vietnam, where textbooks are used as a primary resource to teach English as a foreign language, there is a great demand that learners should acquire a satisfactory level of language competence. Therefore, it is essential to design a textbook targeting this goal. Drawing on a larger study that explored the influence of different factors on the beliefs and practices of Vietnamese EFL high school novice teachers, this study aims to provide an insight into how the English textbooks were designed to meet the language demand proposed by the government. Findings reveal that considerable attention was given in constructing the documents to follow the communicative language teaching approach (CLT); however, there is evidence that limited attention was paid to other features of CLT and activities with authentic and real-life contexts that provide learners with opportunities for meaningful interactions in unrehearsed situations.

 

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Author Biography

  • Ngo Tien Nguyen, Faculty of Foreign Languages, An Giang University, An Giang, Vietnam Vietnam National University, Ho Chi Minh City, Vietnam

    Dr. Ngo Tien Nguyen is the Deputy Dean of the Faculty of Foreign Languages at An Giang University, Vietnam National University - Ho Chi Minh City, where he has worked as an English lecturer for over 20 years. His research interests include teacher cognition, teaching language skills, and professional development.

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Published

2025-05-06

Issue

Vol. 10 No. 1 (2025)

Section

Articles

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