Enhancing learner autonomy in teamwork skills: Strategies of Vietnamese tertiary EFL teachers in a changing educational landscape

2024-04-01T01:10:37-05:00

Purpose: This study explores the strategies used by Vietnamese tertiary English as a Foreign Language (EFL) teachers to promote learner autonomy in teamwork skills, crucial in the evolving context of language education in Vietnam.

Design/Methodology/Approach: Employing semi-structured interviews, the research involved nine EFL teachers from two Vietnamese educational institutions, representing various career stages: novice, mid-career, and near-end career.

Findings: Analysis through thematic frameworks revealed that teachers utilize diverse methods like collaborative learning projects, reflective practices, technology-enhanced learning, and real-world tasks. These strategies, adaptable to the Vietnamese cultural and educational context, proved effective across different teaching stages.

Conclusion: The findings underscore the importance of contextually adapted teaching strategies, the increasing role of technology in EFL education, and the value of experiential learning. It demonstrates how Vietnamese EFL teachers’ approaches can significantly impact learner autonomy in teamwork skills. This research contributes to the literature by providing insights into effective EFL teaching strategies within non-native English-speaking environments, offering valuable perspectives for educators, curriculum designers, and policymakers.

Research Limitations: The study identifies limitations, including a small sample size and reliance on qualitative data, suggesting the need for broader research with diverse methodologies.

Practical Implications: This research emphasizes the necessity for culturally adapted teaching strategies and technological integration in EFL education to enhance learner engagement.

Contribution to Literature: The study emphasizes the efficacy of context-specific tactics in enhancing learners' abilities, providing significant perspectives for educators and policymakers on enhancing EFL teaching practices through experiential learning and digital resources.

The roles of teachers in enhancing effective classroom management strategies in Gauteng high schools, South Africa

2024-04-04T00:19:14-05:00

Purpose: This study explores the challenges teachers face in their classroom management roles which are essential for fostering a supportive learning environment. It investigates teachers' roles in implementing management strategies and the obstacles hindering their effectiveness in high schools.

Design/Methodology/Approach: The present study used semi-structured interviews to collect data from twelve Grade 10 teachers in three selected secondary schools located in the Ekurhuleni North District of Gauteng Province, South Africa. The data were interpreted using a phenomenological research design and interpretive paradigm. The study was based on ecological systems theory. Thematic analysis was used to make sense of the data.

Findings: The study revealed that key roles of teachers in effective classroom management include appropriate classroom language, acting as managers and self-criticism and evaluation of performance. However, challenges such as insufficient teaching and learning resources and the low academic ability of learners impede the fulfilment of these roles.

Conclusion: The study finds that continuous self-criticism and evaluation are critical for improving teaching and learning processes, although teachers play a critical role in monitoring classrooms and resolving difficulties imposed by low academic competence.

Recommendations: Recommendations include comprehensive training and support for teachers, the implementation of diverse teaching strategies and a holistic consideration of the ecological system encompassing both learners and teachers.

Nurture

Enhancing learner autonomy in teamwork skills: Strategies of Vietnamese tertiary EFL teachers in a changing educational landscape

The roles of teachers in enhancing effective classroom management strategies in Gauteng high schools, South Africa