Examining Vietnamese EFL Teachers’ perceived Impact of the ‘Global Success’ Textbooks on Their Teaching Practices and Learners’ Language Proficiency in Public Secondary Schools: A Cross-Case Study
This study explores Vietnamese EFL teachers' beliefs regarding the impact of the ‘Global Success’ textbooks on their teaching practices and learners' language proficiency in public secondary schools. Utilizing a cross-case study approach, twelve EFL teachers from various public secondary s...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Canadian Society for Studies in Education
2025-06-01
|
| Series: | Canadian Journal for New Scholars in Education |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/79892 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This study explores Vietnamese EFL teachers' beliefs regarding the impact of the ‘Global Success’ textbooks on their teaching practices and learners' language proficiency in public secondary schools. Utilizing a cross-case study approach, twelve EFL teachers from various public secondary schools in Vietnam were recruited to provide in-depth insights into their experiences and perceptions of the textbooks. Data were collected through a Likert questionnaire and semi-structured interviews. The findings indicate that teachers generally hold positive beliefs about the textbooks' potential to enhance learners’ language proficiency and its alignment with contemporary pedagogical practices. However, challenges such as the orientation of examination, teaching methodologies, and students’ English proficiency were also highlighted. The study concludes with recommendations for curriculum implementation through textbooks and professional development to optimize teaching effectiveness and learning outcomes in the Vietnamese EFL context.
Keywords: ‘Global Success’ textbooks, public secondary schools, Vietnamese EFL teachers, beliefs, teaching practices, language proficiency
|
|---|---|
| ISSN: | 1916-9221 |