Tran Le Kim Huong, Tran Le Huu Nghia, Phuong Hoang Yen


In this increasing globalized and internationalized world, teaching techniques reported to be effective in one country are more frequently adopted for use in other countries. However, these techniques may not yield similar effects across educational contexts. This article reports a study that (i) explored teaching techniques that teachers in commercial English Language Centres (CELC) in Southern Vietnam used to promote children’s learning motivation and engagement, (ii) examined why they adopted these teaching techniques and (iii) identified challenges associated with the use of these techniques. Content analysis of 21 semi-structured interviews with teachers from four CELC showed that teachers were frequently using games, picture flashcards, videos, miming, role play and storytelling for the mentioned purpose. The study also revealed several challenges for the use of these techniques associated with (i) teachers considering teaching in CELC as an extra job, (ii) educational norms and values ingrained in stakeholders’ perception, and (iii) practicality issues involved in their teaching. The article highlights that teachers’ adoption of a teaching technique was driven by their beliefs about its effectiveness, about expectations of important stakeholders, and about contextual factors that may affect the use of the technique.


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DOI: http://dx.doi.org/10.46827/ejfl.v0i0.1959


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