EFL HIGH-SCHOOL TEACHERS’ RESPONSES TO ELT PEDAGOGICAL REFORMS IN THE MEKONG DELTA, VIETNAM

Authors

  • Le Thanh Thao Cantho University, School of Foreign Languages,
  • Le Xuan Mai Cantho University, School of Foreign Languages,

DOI:

https://doi.org/10.46827/ejes.v7i6.3126

Keywords:

educational change, ELT pedagogical reforms, EFL high-school teachers, Mekong Delta

Abstract

In the era of globalization and internationalization, educational change, specifically English language teaching (ELT) pedagogical reforms, has been paid more attention to by language researchers. In Vietnam, ELT pedagogical reforms or educational change has been considered as an essential area. How the teachers respond to the reforms is very important; therefore, this study was conducted to investigate this issue. Questionnaire and interviewing were used to collect data from 102 English foreign language (EFL) teachers working in the Mekong Delta, Vietnam. The study was aimed to investigate teachers’ responses to 15 types of ELT pedagogical reforms, introduced by the Ministry of Education. The data, analyzed by Statistical Package for the Social Sciences (SPSS) version 20.0, showed that the teachers accepted the ELT pedagogical reforms in their teaching. Specifically, adapting teaching materials from different sources was supported most. However, some types were resisted, especially designing tests based on the Vietnamese Standardized Test of English Proficiency (VSTEP) framework.

 

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References

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Published

2020-06-17

Issue

Vol. 7 No. 6 (2020)

Section

Articles

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