Enhancing Learner Autonomy and Cultural Awareness: Strategies of Vietnamese Tertiary-Level EFL Teachers
This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learn.
- Pub. date: October 15, 2024
- Online Pub. date: May 26, 2024
- Pages: 1519-1534
- 249 Downloads
- 925 Views
- 0 Citations
This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learner autonomy (LA) and enhance cultural awareness. This research provides a deeper understanding of EFL teaching practices in this setting, conducted in the context of Vietnam’s evolving educational landscape, where English proficiency and cultural competence are increasingly prioritized. The study utilized semi-structured interviews with nine EFL teachers from two different Vietnamese tertiary institutions, representing various career stages: novice, mid-career, and near-end career. Thematic analysis was employed to analyze the data, revealing a range of strategies encompassing collaborative learning, technology integration, personalized feedback, real-life scenarios and role-play, reflective learning practices, local culture incorporation, contextualized language instruction, critical thinking, and cultural analysis, student-centered environments, interdisciplinary approaches, language skills for intercultural communication, and authentic material use. Findings highlight the multifaceted nature of language teaching, emphasizing not just linguistic competence but also cultural understanding and LA. These strategies are crucial in a globalized world where intercultural communication is a key skill. The study suggests the need for continuous professional development and policy support for diverse and holistic teaching practices. It offers practical insights for EFL educators, particularly in similar socio-cultural contexts, on integrating various strategies to enhance language skills and cultural awareness.
cultural awareness learner autonomy teachers strategies vietnamese tertiary level efl teachers
Keywords: Cultural awareness, learner autonomy, teachers’ strategies, Vietnamese tertiary-level EFL teachers.
References
Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115-125. http://doi.org/10.29252/ijree.3.2.115
Benson, P. (2013). Teaching and researching: Autonomy in language learning. Routledge.
Braun, V., Clarke, V., & Hayfield, N. (2023). Thematic analysis: A reflexive approach. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (4th). SAGE Publications.
Byram, M. (2014). Twenty-five years on–from cultural studies to intercultural citizenship. Language, Culture and Curriculum, 27(3), 209-225. https://doi.org/10.1080/07908318.2014.974329
Doan, L. D., & Hamid, M. O. (2021). Economics of English: Examining the demand for English proficiency in the Vietnamese job market. RELC Journal, 52(3), 618-634. https://doi.org/10.1177/0033688219863166
Eaton, M. (2020). The perfect blend: A practical guide to designing student-centered learning experiences. International Society for Technology in Education.
Everhard, C., & Murphy, L. (Eds.). (2015). Assessment and autonomy in language learning. Springer. https://doi.org/10.1057/9781137414380
Hoang Hoa, H. T. (2020). Integrating culture into teaching EFL in general education: A context of Vietnam. Language Related Research, 11(5), 227-252. http://doi.org/10.29252/LRR.11.5.227
Holec, H. (1996). Self-directed learning: An alternative form of training. Language Teaching, 29(2), 89-93. https://doi.org/10.1017/S0261444800008387
Ibrahimovna, D. K. (2020). Pecularities of use of authentic materials in EFL classroom. Asian Journal of Multidimensional Research, 9(4), 105-110. http://doi.org/10.5958/2278-4853.2020.00112.3
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205-218. https://doi.org/10.1111/flan.12318
Kramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57-78. https://bit.ly/48F5BSV
Lap, T. Q., Lien, N. T. H., & Thao, L. T. (2022). EFL teachers’ self-efficacy and classroom management: Perceptions, practices and reflections on professional learning and development. European Journal of English Language Studies, 2(1), 1-15. https://doi.org/10.12973/ejels.2.1.1
Le, T. T. (2023). The impact of demographic information on EFL teachers’ responses to ELT pedagogical reforms. European Journal of Educational Research, 12(1), 341-357. https://doi.org/10.12973/eu-jer.12.1.341
Le, T.-T., Phuong, H.-Y., Nguyen, A.-T., Pham, T.-T., Huynh Thi, A.-T., & Nguyen, H.-T. (2023). Illuminating the English as a Foreign Language (EFL) teaching odyssey: unveiling the professional identities of pre-service teachers. F1000Research, 12, Article 1086. https://doi.org/10.12688/f1000research.139547.1
Little, D. (2009). Language learner autonomy and the European language portfolio: Two L2 English examples. Language Teaching, 42(2), 222-233. https://doi.org/10.1017/S0261444808005636
Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64-73. https://doi.org/10.1017/S0261444820000488
Nguyen, B. D., & Le Thi, H. V. (2021). EFL learners’ perceptions of the impact of learning management system on learner autonomy in Vietnam. International Journal on E-Learning Practices, 4, 10-21. https://doi.org/10.51200/ijelp.v4i.3404
Nguyen, S. V., & Habók, A. (2020). Non-English-major students’ perceptions of learner autonomy and factors influencing learner autonomy in Vietnam. Relay Journal, 3(1), 122-139. https://bit.ly/3UOoEXs
Phuong, H. Y., Phan, Q. T., & Le, T. T. (2023). The effects of using analytical rubrics in peer and self-assessment on EFL students’ writing proficiency: A Vietnamese contextual study. Language Testing in Asia, 13, Article 42. https://doi.org/10.1186/s40468-023-00256-y
Roe, J., & Perkins, M. (2020). Learner autonomy in the Vietnamese EAP context. Asian Journal of University Education, 16(1), 13-21. https://doi.org/10.24191/ajue.v16i1.8490
Salehian Kia, F., Pardo, A., Dawson, S., & O’Brien, H. (2023). Exploring the relationship between personalized feedback models, learning design and assessment outcomes. Assessment and Evaluation in Higher Education, 48(6), 860-873. https://doi.org/10.1080/02602938.2022.2139351
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.
Shiraev, E. B., & Levy, D. A. (2016). Cross-cultural psychology: Critical thinking and contemporary applications (6th ed.) Routledge.
Thao, L. T., & Mai, L. X. (2022). English language teaching reforms in Vietnam: EFL teachers’ perceptions of their responses and the influential factors. Innovation in Language Learning and Teaching, 16(1), 29-40. https://doi.org/10.1080/17501229.2020.1846041
Tomalin, B., & Stempleski, S. (1994). Cultural awareness. Oxford University Press.
Tran, L. T., & Bui, H. (2023). ‘It’s a few weeks I’ll cherish forever’: Transformative curriculum-specific learning, language awareness and cultural literacy development for Australian students in Vietnam through New Colombo Plan mobility programs. Research in Comparative and International Education, 18(2), 228-248. https://doi.org/10.1177/17454999231163402
Tran, T. Q., & Tran, T. N. P. (2020). Attitudes toward the use of project-based learning: A case study of Vietnamese High school students. Journal of Language and Education, 6(3), 140-152. https://doi.org/10.17323/jle.2020.10109
Truong, V., Denison, T., & Stracke, C. M. (2021). Developing institutional open educational resource repositories in Vietnam: Opportunities and challenges. International Review of Research in Open and Distributed Learning, 22(4), 109-124. https://doi.org/10.19173/irrodl.v23i1.5582
Tuan, D. M. (2021). Learner autonomy in English language learning: Vietnamese EFL students’ perceptions and practices. Indonesian Journal of Applied Linguistics, 11(2), 307-317. https://doi.org/10.17509/ijal.v11i2.29605
Vieira, F. (2017). Task‐based instruction for autonomy: Connections with contexts of practice, conceptions of teaching, and professional development strategies. TESOL Quarterly, 51(3), 693-715. https://doi.org/10.1002/tesq.384
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Waluyo, B. (2019). Task-based language teaching and theme-based role-play: Developing EFL learners’ communicative competence. Electronic Journal of Foreign Language Teaching, 16(1), 153-168. https://bit.ly/3IdPZut
Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. John Wiley & Sons.
Yen, P. H., Linh, N. T. T., Thi, N. A., Thao, L. T., Thuy, P. T., Tra, N. H., & Thu, H. T. A. (2023). Unveiling the gender influence on autonomous vocabulary learning strategies among Vietnamese EFL teachers. International Journal of Learning, Teaching and Educational Research, 22(9), 140-155. https://doi.org/10.26803/ijlter.22.9.8
Yen, P. H., Nhung, N. T. N., & Le, T. T. (2024). Impact of time in college on learner autonomy: A comparative study on English-major students with different academic years. International Journal of Instruction, 17(1), 461-478. https://bit.ly/44QI8h7
Yoshimura, M., Hiromori, T., & Kirimura, R. (2023). Dynamic changes and individual differences in learners’ perceptions of cooperative learning during a project activity. RELC Journal, 54(3), 667-682. https://doi.org/10.1177/00336882211012785
Yuliantari, S., & Huda, T. (2023). Integration of culturally-responsive teaching in English learning. Pubmedia Jurnal Pendidikan Bahasa Inggris, 1(1), 1-8. https://doi.org/10.47134/jpbi.v1i1.17