VietTESOL International Convention 2026

Vietnam’s recent foreign language education reforms have emphasized strengthening English teaching and orienting English toward the role of a second language in the national education system. In response to these changes, teacher education programs are expected to prepare future English teachers with pedagogical competence, adaptability, and professional autonomy. This study investigates the readiness of pre-service English teacher education students at Saigon University for ESL-oriented English education, focusing on their perceptions of teacher training and their teaching practices.
A mixed-methods approach was employed in this study. Quantitative data were collected through questionnaires administered to 190 second- and third-year students majoring in English teacher education at Saigon University. Qualitative data were subsequently gathered through semi-structured interviews with 10 selected participants. The study explored students’ perceptions of their training program, awareness of ESL-oriented educational goals, confidence in adapting teaching methods, and self-reported teaching practices.
The findings reveal generally positive attitudes toward ESL-oriented English education and communicative teaching approaches. Participants acknowledged that the training program provided useful theoretical foundations and encouraged reflective learning. However, many students reported challenges related to practical teaching experience, classroom adaptation, and confidence in exercising teacher autonomy in real educational settings. The study highlights the need to strengthen practice-oriented training and support the development of professional autonomy in pre-service teacher education programs.
Keywords: ESL-oriented education; pre-service teachers; teacher autonomy; English teacher education; teacher readiness