VietTESOL International Convention 2026

In the context of transitioning from English as a Foreign Language (EFL) to a Second Language (ESL) in Vietnam, students in remote border areas often face significant barriers to English acquisition, including low motivation and limited exposure. Purpose: This study aims to investigate the impact of diversifying pedagogical approaches—specifically through multimodal instruction, game-based learning, and differentiated instruction—on the English learning engagement of junior high school students in eight border communes of the city of Dong Nai. Methodology: A mixed-methods research design will be employed. Quantitative data will be collected via engagement scales administered to approximately 150 students, while qualitative insights will be gathered through semi-structured interviews with English teachers and classroom observations. Expected Results: The findings are expected to demonstrate that a diversified pedagogical toolkit significantly enhances students’ behavioral, emotional, and cognitive engagement compared to traditional teacher-centered methods. Furthermore, the study will identify specific strategies that resonate most effectively with learners in socio-economically challenged border contexts. Implications: The results will provide practical recommendations for local educators and policymakers to design more inclusive and engaging English curricula tailored to underserved border regions, promoting educational equity.
Keywords: Diversified pedagogy, English learning engagement, in Eight Border Communes, Lower Secondary Students, Dong Nai city.