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

Le Thanh Thao, Le Xuan Mai

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.

 

Article visualizations:

Hit counter

DOI

Keywords


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

Full Text:

PDF

References


Vietnamese references

Le C., Nguyen N. (2018). Đề án ngoại ngữ quốc gia 2020 có thể học được gì từ kinh nghiệm châu á? Tạp chí Nghiên cứu Nước ngoài: 33(4).

Phó Giám đốc Sở Giáo dục và Đào tạo thành phố Cần Thơ (2019). Quyết định số 2540/SGDĐT-GDTrH về việc hướng dẫn giảng dạy ngoại ngữ THCS, THPT năm học 2019-2020.

Phó thủ tướng Chính phủ (2008). Quyết định số 1400/QĐ-TTg về việc phê duyệt đề án “Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2008-2020”.

Thủ tướng Chính phủ (2018). Quyết định 2658/QĐ-BGDĐT về việc ban hành Kế hoạch triển khai “Đề án dạy và học ngoại ngữ trọng hệ thống giáo dục quốc dân giai đoạn 2017-2025”.

English references

Ali El Zaatar M. (2011). Resistance to educational change from the perspective of teachers in AI-Ain Educational Zone in UAE.

Coetsee S. (1999). From resistance to commitment. Public Administration Quarterly: 204- 222.

De Jager P. (2001). Resistance to change: A new view of an old problem. The futurist, 35(3): 24.

Ellis G. (1994). The Appropriateness of the Communicative Approach in Vietnam: An Interview Study in Intercultural Communication.

Emo W. (2010). Teachers who initiate curriculum innovations: Motivations and benefits. Doctoral dissertation, University of York.

Fullan M., Ballew C. (2004). Leading in a culture of change: Personal action guide and workbook.

Gaylor K. (2001). Factors affecting resistance to change: a case study of two north Texas police departments. Doctoral dissertation, University of North Texas.

Graetz F., Rimmer M., Lawrence A., Smith A. (2006). Managing organisational change. John Wiley & Sons.

Ibrahim A., Al-Kaabi A., El-Zaatari W. (2013). Teacher resistance to educational change in the United Arab Emirates. International Journal of Research Studies in Education, 2(3): 25-36.

Islam A., Ali J., Wafi M. (2010). Resistance to change among first line managers in multinational organizations in Malaysia. International Review of Business Research Papers, 6(4): 232-245.

Knapp S. (1997). Between systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learning. Review of Educational Research. 67 (2): 227-266.

Marshak J. (1983). What's between pedagogy and andragogy? Training & Development Journal, 37(10): 80–81.

Mohamad S., Hassan R., Hamid A. (2019). Modelling a Change Acceptance Framework on School Education Reform. Revista Publicando, 6(19): 79-99.

Morrison M. (2007). What do we mean by educational research? Research methods in educational leadership and management, 2: 13-36.

Nguyen T. (2018). EFL high school teachers’ expectations and experiences of professional development: A case in Soc Trang province. Master thesis, Cantho University.

Nisbet I., Collins M. (1978). Barriers and resistance to innovation. Australian Journal of Teacher Education, 3(1): 1.

Oxford L. (1990). Language Learning Strategies: What Every Teacher Should Know. Newburg House/Harper & Row, New York. Now Boston: Heinle & Heinle.

Ozuah O. (2016). First, there was pedagogy and then came andragogy. Einstein journal of Biology and Medicine, 21(2): 83-87.

Peyser A., Gerard M., Roegiers X. (2006). Implementing a Pedagogy of Integration: Some Thoughts Based on a Textbook Elaboration Experience in Vietnam. Planning and changing, 37: 37-55.

Watkins C., Mortimore P. (1999). Pedagogy: What do we know. Understanding pedagogy and its impact on learning: 1-19.




DOI: http://dx.doi.org/10.46827/ejes.v7i6.3126

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Le Thanh Thao, Le Xuan Mai

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).