Pre-recorded Session Oral Presentations (30 minutes)
Oct 23, 2021 01:55 PM - Apr 30, 2022 02:25 PM(Asia/Ho_Chi_Minh)
20211023T1355 20211023T1425 Asia/Ho_Chi_Minh Meeting English Proficiency Benchmark for High-School EFL Teachers in Vietnam: Insights from Insiders

In 2014, Ministry of Education and Training of Vietnam issued The Guidelines Number 792/BGDĐT-NGCBQLGD stipulating that high-school teachers of English as a foreign language (EFL) in this context need to achieve Level 5 on the Six-level Foreign Language Competency Framework for Vietnam. Due to its high-stake nature, this top-down policy might create certain effects on teachers' self-investment in their professional development, which, in turn, could also influence their personal and professional well-beings. However, how the interaction between and among these three factors – the above policy, local teachers' self-investment in professional development and their personal and professional well-beings – actually plays out in reality still remains relatively under-researched. This study aimed to fill this gap. To this end, we explored the response of a group of 22 EFL high-school teachers to the above policy, drawing on the data collected from both in-depth focus group and follow-up individual interviews with those teachers. The results from several rounds of systematic thematic analyses of the collected data consistently indicated that the above policy adversely impacted both teachers' personal and professional well-beings, which, in turn, triggered their concerns over the meaningfulness of the policy itself as well as the plausibility of its implementation. These findings altogether provide useful implications for teachers, teacher educators, education administrators and policy makers both inside and outside of this context.

Pre-recorded Session VietTESOL International Convention 2022 convention@viettesol.org.vn

In 2014, Ministry of Education and Training of Vietnam issued The Guidelines Number 792/BGDĐT-NGCBQLGD stipulating that high-school teachers of English as a foreign language (EFL) in this context need to achieve Level 5 on the Six-level Foreign Language Competency Framework for Vietnam. Due to its high-stake nature, this top-down policy might create certain effects on teachers' self-investment in their professional development, which, in turn, could also influence their personal and professional well-beings. However, how the interaction between and among these three factors – the above policy, local teachers' self-investment in professional development and their personal and professional well-beings – actually plays out in reality still remains relatively under-researched. This study aimed to fill this gap. To this end, we explored the response of a group of 22 EFL high-school teachers to the above policy, drawing on the data collected from both in-depth focus group and follow-up individual interviews with those teachers. The results from several rounds of systematic thematic analyses of the collected data consistently indicated that the above policy adversely impacted both teachers' personal and professional well-beings, which, in turn, triggered their concerns over the meaningfulness of the policy itself as well as the plausibility of its implementation. These findings altogether provide useful implications for teachers, teacher educators, education administrators and policy makers both inside and outside of this context.

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Dr. Thi Quynh Nhu HO
Lecturer
,
Hue Industrial College
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