Comparing when Implementing CLT, Explicit Attitudes of Vietnamese, Non-Vietnamese English Teachers towards CLT in Vietnam

This thesis compares the opinions about the implementation and attitudes towards CLT of two groups of English teachers, Vietnamese and non-Vietnamese. Four main factors referred to investigate teachers’ views including the roles of grammar, the roles of teachers and learners, pair and group work, and correction techniques. The semi-structured interview was employed to collect data from three Vietnamese teachers and three non-Vietnamese teachers. The results show that it is impossible to divide the participants based on their nationalities as the researcher assumed. It is found from the results that teachers hold a positive attitude toward the implementation of CLT in Vietnam. Generally, they are knowledgeable and adept in using an array of approaches, strategies, and techniques in teaching. They ensure equity in learning opportunities and achievement for all learners. They are abreast of and conversant with the various aspects of teaching methods, strategies, and techniques required by the learners' needs and demands, and the nature of the lesson. Furthermore, they demonstrated higher sensitivity to students who are unable to keep up with the teaching process. They manifested perceptiveness to individual differences by seeing flexible, shifting gears smoothly when what they were doing no longer worked. However, various obstacles still exist which lessen the effectiveness of CLT.