Speaker
Description
This study aims at exploring IELTS teachers’ engagement in reflective practice, as well as the level of teacher resilience they possess, with the main focus on discovering the interplay between these two constructs. By adopting a mixed-method approach commencing with the survey questionnaire, the research initially addressed the quantitative questions, revealing that the IELTS teachers took part in reflective practice to a moderate-to-high extent, leaning towards Practical and Learner-centered reflection. Similar results applied to teacher resilience levels, with Social and Professional resilience being dominant. Correlation and regression analyses revealed a significant positive relationship between reflective practice and teacher resilience (r = .254, p < .001), with reflective practice accounting for 6.4% of the variance in teacher resilience. In the qualitative phase, these survey and numerical findings were further elucidated to better grasp participants’ choices. In conclusion, while structured reflection serves as a significant internal tool for teacher resilience, its modest variance explanation underscores that teacher resilience is heavily dictated by external systemic factors. The study implies a critical need for institutional stakeholders to transition from purely target-driven metrics toward fostering collaborative, peer-supported cultures to sustain the IELTS workforce against the emotional weight of high-pressure testing.
Biography
Le Phuong Anh is a pre-service teacher and a recent graduate from the University of Languages and International Studies, VNU- Hanoi (ULIS-VNU). Specializing in IELTS instruction, she focuses primarily on helping educators navigate the high-pressure environment of private language centers. Alongside classroom teaching, she is genuinely interested in teacher professional development. This includes exploring how reflective practice can practically sustain teacher resilience without becoming an added psychological burden. This dedication underpins her recent research, which maps the complex relationship between reflective practice and resilience among in-service IELTS instructors. Ultimately, she aims to foster a more supportive IELTS ecosystem by advocating for institutional frameworks that champion individual teacher agency. In doing so, she hopes to shift this private sector away from rigid, target-driven pressures and toward long-term, sustainable career growth.
Luong Quynh Trang earned her M.A. in TESOL (2004) and M.A. in Education (2010) from The University of Melbourne, Australia. She has 26 years of experience teaching English as a foreign language and ELT Methodology at the University of Languages and International Studies, VNU- Hanoi (ULIS-VNU). She is an author and chief grade author of the new series of English textbooks for elementary and lower-secondary schools in Vietnam. She has led dozens training sessions for teachers of English throughout Vietnam and has been an invited trainer for LaoTesol and VietTesol. Her interests include ELT methodology, teacher education and materials development.
| Affiliate type | University |
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