Speaker
Description
In English as a Foreign Language (EFL) classrooms, student learning is shaped not only by instructional strategies but also by the quality of teacher-student psychological interaction. In lower secondary classrooms, where adolescents undergo rapid cognitive, emotional, and social development, publicly corrective or emotionally unsupportive teacher responses may heighten anxiety and impede language acquisition, as proposed by Krashen's (1982) Affective Filter Hypothesis. Drawing on Vygotsky's (1978) sociocultural theory and Deci and Ryan's (1985) Self-Determination Theory, this study proposes that private dialogue, emotional validation, and goal-oriented encouragement may sustain learner engagement and development. A mixed-format survey will be administered to 40-50 practising lower secondary EFL teachers in Vietnam using purposive sampling. The instrument comprises demographic items, fifteen Likert-scale items across three constructs, and three open-ended questions. Quantitative data will be analysed descriptively; qualitative responses will be examined through directed content analysis. The study aims to contribute context-specific empirical evidence on psychologically supportive classroom practices in the Vietnamese EFL context.
Biography
Ms. Thuy Trinh Vo holds a Bachelor’s degree in English Language with a specialization in English pedagogy. She is certified with the prestigious TKT (Teaching Knowledge Test) from Cambridge University and possesses various other credible teaching qualifications. Notably, she was selected to participate in a research course sponsored by the U.S. Space Agency, an achievement she takes great pride in.
With over six years of teaching experience, Ms. Vo now runs her own English center and is well respected for her dedication, productivity and professionalism. Currently, she is pursuing a Master of Arts in Applied Linguistics of Curtin University, Australia, to deepen her expertise in language education. As a presenter at Open TESOL Conference 2025, Ms. Vo is commited to contributing to academic communities and advancing the field of education through continuous learning and active engagement.
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