Speaker
Description
As Vietnam moves toward an emerging English-as-a-second-language (ESL) orientation, classroom change is likely to be gradual and uneven. Understanding such change is important for informing reflective teaching and professional development in evolving educational contexts. This study captures early signals of classroom transformation through students’ perceptions of their English learning experiences. The study draws on questionnaire data from approximately 320 non-English-major undergraduates at a non-urban university. ESL-oriented classroom practices are operationalized as communicative use, real-world relevance, and functional language application. The analysis will examine the structure and distribution of these features and their associations with students’ perceived communicative confidence and learning relevance. The findings are expected to indicate differentiated distributions across ESL-oriented features. These distributions are interpreted as early signals of classroom transformation and as indirect evidence of evolving teaching practices. The findings provide an empirical basis for considering how reflective teaching and professional development may be relevant to these emerging classroom changes.
Biography
Trần Thị Mai Hương and her colleagues are EFL lecturers at Tay Nguyen University, Vietnam. Their shared research interests include academic writing, classroom-based language learning, and English language education in changing contexts. They are particularly interested in how classroom practices evolve in response to the transition from EFL to ESL, with a focus on student learning experiences. Trần Thị Mai Hương is currently preparing to pursue doctoral studies in language education.
| Affiliate type | University |
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