Speaker
Description
The study investigates the role of teacher questioning in English as a Foreign Language (EFL) classrooms and its impact on student task performance at high schools in Dong Thap Province, Vietnam. Based on Bloom’s Revised Taxonomy and Constructivist theory, the study explores teachers’ perceptions, the frequency and range of teacher questioning strategies employed, and the effects on student engagement and academic achievement. Using a mixed-methods approach, data were gathered from 122 EFL teachers via questionnaires, interviews, and classroom observations. Quantitative analysis indicated that although teachers typically regard teacher questioning as a means of enhancing student participation, lower-order and display questions are more frequently used than higher-order and referential questions. Qualitative findings emphasize challenges including large class sizes, constrained time, students’ inadequate English proficiency, and curricula centered on examinations, which create a gap between teachers’ beliefs and their real classroom practices. The study highlights the value of employing higher-order and open-ended questions to enhance student performance and provides practical suggestions for refining teacher questioning methodologies in EFL contexts.
Biography
Tran Thi Tuyet Nhung is my full name. I was born in 1982 in Dong Thap. I graduated from the University in 2004, since then I have been working as an English teacher at high school. Currently, I am an English teacher in Nguyen Quang Dieu high school for the gifted. I really love teaching and I like to inspire my students in learning English, so I would like to pursue teacher professional development, and learn new lessons which benefit my career. And, as a researcher focused on high schools in Dong Thap, my primary goal is to share empirical findings regarding the "belief-practice gap" in teacher questioning. This convention provides a prestigious platform to highlight the pedagogical challenges and successes of rural EFL settings, ensuring that the voices of Mekong Delta teachers are represented in the national dialogue on the 2018 General Education Curriculum. Additionally, The VietTESOL 2026 theme emphasizes innovation and adaptation. My study directly connects with these objectives by exploring how interactional competence (Walsh, 2011) and cognitive frameworks (Bloom, 2001) can be operationalized to meet the new curriculum’s demands for critical thinking. Attending VietTESOL 2026 allows me to validate my proposed "scaffolded inquiry" model against the insights of leading experts in the field. Lastly, VietTESOL is renowned for its "by teachers, for teachers" integrity. I am participating to translate my academic findings into actionable classroom strategies. I intend to bring back innovative questioning techniques and feedback models to my local community, fostering a more interactive and student-centered English learning environment in my province.In summary, my participation in VietTESOL 2026 represents an important opportunity to connect my provincial research findings with national ELT standards, which ensures that the pedagogical insights gained from Dong Thap high schools contribute meaningfully to the continuous improvement of English language instruction and teacher development in Vietnam educational settings.
| Affiliate type | Vietnamese public school |
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