VietTESOL International Convention 2026

The transition from English as a Foreign Language (EFL) to English as a Second Language (ESL) has recently attracted increasing attention in Vietnam as the country aims to strengthen its global integration, educational quality, and workforce competitiveness. This shift reflects broader national efforts to enhance the role of English not only as an academic subject but also as a practical communicative tool in education, professional environments, and international collaboration. In this context, teachers play a central role in implementing and responding to emerging language policies and pedagogical changes. This study investigates Vietnamese English teachers’ perceptions of the ongoing transition from EFL to ESL in the Vietnamese educational context. Specifically, the research explores teachers’ understanding of the EFL–ESL distinction, their attitudes toward the proposed transition, perceived benefits and challenges, and their readiness to adapt teaching practices to ESL-oriented approaches. The study also examines how factors such as teaching experience, institutional setting, and digital competence may influence teachers’ perspectives. Using a mixed-methods approach, data will be collected through questionnaires and semi-structured interviews with English teachers from secondary schools and universities in Vietnam. Quantitative data will be analyzed using descriptive statistics, while qualitative responses will be thematically interpreted to identify common patterns and emerging concerns. The expected findings may reveal both optimism and uncertainty among teachers regarding the transition. While many educators may recognize the importance of English for global communication and employability, challenges related to curriculum reform, assessment practices, teacher training, and resource availability are likely to emerge. The study is expected to contribute practical insights for policymakers, curriculum developers, and teacher education programs in supporting Vietnam’s evolving ESL trajectory. It also contributes to ongoing discussions surrounding Global Englishes, English as a Lingua Franca, and language policy reform in expanding-circle contexts.