Speaker
Description
Language instruction in Vietnam is currently undergoing a strategic shift to reposition English from a foreign language (EFL) to a second language (ESL), a transition that necessitates a robust emotional infrastructure to support authentic, high-stakes communication. While national policy mandates increasingly emphasize proficiency targets and English-mediated instruction, a notable “research lag” persists regarding the consolidation of Social-Emotional Learning (SEL) and learner wellbeing within formal academic circles compared to measurable linguistic outcomes [Dang (2026)]. This qualitative case study addresses this gap by examining how senior pre-service EFL teachers (PSTs) at a state-run pedagogical university utilize the CASEL 5 framework to provide emotional scaffolding during their senior high school teaching practicum. Data were gathered through semi-structured interviews and self-reflection reports and analyzed via recursive thematic analysis to capture the participants' lived experiences and pedagogical shifts.
The findings reveal a profound professional identity shift where future educators move from being “knowledge transmitters" to becoming “emotional managers” who intentionally coordinate their emotional presence and self-regulation to establish a “psychological shield” for learners.Participants showed a high level of flexibility in their teaching. Rather than focusing heavily on grammatical accuracy, they prioritized building students’ confidence and encouraging them to communicate more freely, helping English become a practical tool for everyday communication. However, the study also reveals a significant gap in formal training on SEL assessment. Many PSTs reported difficulties in monitoring students’ socio-emotional development in a consistent and systematic way due to the lack of clear assessment tools and guidelines. Overall, the findings suggest that the successful development of English education in Vietnam requires a shift away from rigid exam-oriented approaches and greater attention to SEL in teacher education programs. Equipping future teachers with SEL-related knowledge and skills can help support students’ academic success as well as their social and emotional well-being.
Biography
Phuong Mai Vu Dang is an undergraduate student specializing in English Language Studies with a strong academic interest in English language education, teacher development, and educational research. Her research focuses on Social-Emotional Learning (SEL), foreign language anxiety, teacher identity, and learner-centered approaches in EFL contexts. She is currently conducting research on pre-service EFL teachers’ perceptions of SEL as emotional support in speaking instruction, with particular attention to its implications for classroom practice and teacher preparation in Vietnam. In addition to her research activities, she actively participates in academic conferences and scholarly discussions related to TESOL and language education. Her long-term goal is to contribute to the advancement of equitable and emotionally supportive learning environments through research-informed educational practices. She aspires to pursue postgraduate studies in Education and further develop expertise in language teacher education and educational innovation.
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