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All Journal Indonesian Journal of Applied Linguistics (IJAL) REiLA: Journal of Research and Innovation in Language Studies in English Language and Education
Tuan, Duong Minh
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Education Languange, Linguistic, Communication & Media Social Sciences

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Learner Autonomy in English Language Learning: Vietnamese EFL Learners’ Perceptions and Practices Tuan, Duong Minh
Indonesian Journal of Applied Linguistics Vol 11, No 2 (2021): Vol. 11, No. 2, September 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i2.29605

Abstract

Learner autonomy has been regarded as an important value which is expected to be present in any English language students as it can have positive effects on their learning. In Vietnam, the notion of learner autonomy has attracted more attention, and various studies have been conducted on teacher beliefs and practices regarding learner autonomy over the last decade. Nevertheless, not much evidence has been provided on how EFL students perceive and practise autonomous learning, especially at a time when there has been a shift towards student-centered instruction. To contribute to bridging this gap, this study is aimed to report on an investigation into Vietnamese EFL students’ perceptions and practices of autonomous learning. Data were collected from 50 English-majored students at a university in the Mekong Delta of Vietnam by using a questionnaire and a semi-structured interview. It was found that the students had an agreement on the importance of learner autonomy in their language learning. However, their perceived level of abilities to act autonomously was just above average. This result was the same as that found on their frequency scale of reported practices of autonomous activities inside and outside the classroom. Therefore, it is suggested that, to better enhance learner autonomy in teaching and learning English in Vietnam, it should be integrated into English language instruction by making it an integral part of EFL curricula.
Vietnamese EFL Teachers’ Perceptions and Practices of Reflective Teaching as a Tool for Professional Development Tuan, Duong Minh
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 3 (2021): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v3i3.7961

Abstract

Growing professionally is considered a crucial goal that language teachers may wish to achieve in their teaching careers. Although tools for professional development can be varied in different contexts, reflective teaching as an essential and ongoing job is likely to be among the most common ones. The contributions of reflection on pursuing teacher professional development have been proved in numerous studies. However, research on the views and implementation of such a tool by EFL teachers in the Vietnamese context is insufficient. To narrow this gap, this descriptive study was conducted to investigate Vietnamese EFL teachers’ perceptions and practices of reflective teaching as a tool for teacher professional development. A mixed-methods design was employed to collect both quantitative and qualitative data for the study. Specifically, quantitative data were obtained through a questionnaire, and qualitative data were attained using a semi-structured interview. As regards participants, twenty-five university EFL teachers in the Mekong Delta of Vietnam participated in this study. The results indicated that the participants held positive perceptions towards reflective teaching and perceived it to be “very significant” to teacher professional development. Nevertheless, it was found that their overall level of reflective practices was identified as “average”. By comparison, a statistically significant difference between the participants’ perceptions and practices of reflective teaching was observed. The results also showed that the participants’ strategies of reflecting on their teaching practices were not diverse, with sharing classroom experiences with colleagues and conducting peer observation being the popularly used ones.
Overcoming a stumbling block: Challenges of English-medium instruction for Vietnamese tertiary Students Tuan, Duong Minh; Lan, Le Thi Diem
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.36650

Abstract

English as a medium of instruction (EMI) is a growing global phenomenon, and non-native English-speaking (NNES) countries have increasingly adopted EMI courses in higher education over the past few decades in response to the momentum of globalization and internationalization. However, implementing EMI initiatives in Vietnam has faced numerous challenges and constraints. While there has been extensive research on the difficulties faced by content teachers in EMI classrooms, there is a lack of scholarly inquiry into the challenges students encounter in EMI programs in Vietnam. Therefore, this study aimed to explore the challenges faced by university students in EMI classrooms. The study used a mixed-methods research approach, gathering quantitative and qualitative data through a questionnaire and semi-structured interviews, respectively. The participants were 120 students enrolled in EMI programs at a public university in the Mekong Delta of Vietnam. The results revealed that students faced significant challenges in their EMI learning course. Precisely, they needed help comprehending course materials, understanding lectures, taking examinations, and participating in classroom discussions. Based on the results of the study, practical implications were discussed to enhance the effectiveness of EMI programs in higher education contexts.
Co-Authors Lan, Le Thi Diem