VietTESOL International Convention 2026

This study investigates the readiness of high school English as a Foreign Language (EFL) teachers in Can Tho City regarding the upcoming policy shift from multiple textbook series to a single, unified nationwide textbook. Utilizing an empirical survey design, data were collected from 55 high school EFL teachers representing various educational institutions across both urban centers and suburban/rural districts within the city. The evaluation framework comprised four primary dimensions: psychological/cognitive perception, pedagogical competence, technological/material autonomy, and institutional support needs.
The empirical findings indicate that the participants demonstrated a fairly high level of overall readiness. Notably, the dimension of technological integration and the capacity to leverage Artificial Intelligence (AI) for material development and restructuring achieved the highest scores, highlighting the strong digital literacy and adaptability of EFL teachers in this key Mekong Delta educational hub. However, the study also unveiled localized professional anxieties, particularly concerning the significant gap in student English proficiency between central urban schools and peripheral districts within a centralized textbook framework. Additionally, concerns were raised regarding the pedagogical burden of adapting supplementary resources to align with national standardized examinations. Teachers expressed a critical demand for transforming professional development models from large-scale theoretical webinars into localized, hands-on, and cross-school collaborative workshops.
These empirical insights offer valuable data for the Department of Education and Training of Can Tho City and educational policymakers to establish targeted technical, material, and psychological scaffolds, ensuring a smooth and equitable transition for the upcoming nationwide curriculum reform.