Speaker
Description
The shift from English as a Foreign Language (EFL) to English-Medium Instruction (EMI) in Vietnamese higher education requires English teachers to develop new pedagogical competencies, particularly facilitating learner autonomy through reflection, a practice central to ESL contexts but often absent in teacher-centered EFL classrooms. Grounded in Schön's reflective practice framework and Kemmis and McTaggart's action research cycles, this study examines how an English lecturer at the National Economics University developed EMI readiness by implementing structured group reflection activities in an English for Banking and Finance course. Over one semester (15 weeks), 30 students engaged in a three-phase reflection protocol after each practice task: individual written reflection using guided prompts, small-group sharing with rotating roles, and whole-class synthesis facilitated by the teacher. Data comprised teacher reflective journals (15 entries), student reflection artifacts (90 pieces), focus group interviews (10 students), and pre-post surveys measuring learning autonomy and error perception. Findings reveal dual development. For students, metacognitive awareness increased significantly (pre: M=2.7; post: M=4.3, p<.001), with reflection depth progressing from surface descriptions to strategic learning planning. For the teacher, facilitating reflection required unlearning transmissive habits, reconceptualizing her role from knowledge provider to learning facilitator, and developing competencies in scaffolding and questioning that embodies the pedagogical shift required for EMI.This study offers a practical three-phase reflection protocol and demonstrates that teacher readiness for ESL/EMI contexts can be cultivated through purposeful pedagogical experimentation rather than requiring extensive prior training. Implications for teacher professional development programs are discussed.
Biography
Nguyen Thi Hong Hanh is a senior lecturer at the College of Economics and Public Management, National Economics University (NEU), Hanoi, Vietnam. She holds a PhD in English Language Education from ULIS – Vietnam National University (VNU) and has nearly twenty years of experience in teaching and academic practice. Her teaching areas include General English, Business English, English for Economics, and English for Banking and Finance. She is actively involved in academic research and undergraduate supervision. Her research interests include CALL, MALL, ESP, EMI, Teachers’ Professional Learning Communities, and English Language Teaching and Learning. She can be contacted at Email: honghanh@neu.edu.vn.
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