Speakers
Description
Vietnamese A1–A2 learners learn English within EFL settings which typically have limited opportunities for sustained real-time oral interaction. In many cases, although online teaching has expanded access to English instruction, online speaking courses have traditionally been delivery-oriented and cannot adequately address how digital classrooms might reduce communicative distance or provide ESL-like interaction. In the current study's case, we seek to fill this research gap by proposing the BRIDGE model, a theory-informed online speaking pedagogy to connect beginner EFL learners with meaningful English communication via Filipino-taught online classes. BRIDGE has six stages: Build Vocabulary, Reflect on Progress, Interact, Develop Skills, Grow Confidence, and Express Fluently. Vocabulary and skill building is completed through guided self-study while synchronous lessons explore interaction, building confidence in speaking skills, and role-play-based fluency practice skills. Rooted in Transactional Distance Theory and the Community of Inquiry framework, this study aims to explore how BRIDGE enables the reduction of geographical, psychological, and communicative distance through teaching presence, social presence, and cognitive presence in online speaking instruction and how these components of social presence support teaching virtual speaking. The convergent mixed-methods one-group pretest–posttest approach was employed with approximately 100 Vietnamese A1–A2 students. Quantitative data will be collected from pre- and post-speaking tests to assess variation in core oral performance, and qualitative data will be collected from videotaped online lessons to discuss teacher scaffolding, learner interactions, learner confidence building, and role-plays. The present study situates BRIDGE as a practical online pedagogical model to connect EFL learning and ESL-like communicative experience, nurturing the confidence, participation, and oral fluency of the novice learners.
Keywords: BRIDGE model; EFL-to-ESL transition; online speaking instruction; Community of Inquiry; beginner oral fluency
Biography
HUNG HOANG is the creator of the BRIDGE Model, a communication-focused English learning framework that connects language learning with real-world communication. With an MBA in Operations & Change Management from the University of Bolton, PCQI certification, and IRCA Auditor qualification in Quality Management Systems, Eric brings a systemized approach to English education. Drawing on over 15 years of international study and work experience and more than 7 years in English education, he developed the BRIDGE Model to help learners build confidence, communication habits, and real speaking ability through structure, interaction, and practical experience. For Eric, English is not only a subject to study, but a bridge to opportunity, confidence, and global connection.
Dr. Le Huynh Ha Van holds a doctorate in Teaching English as a Global Language from Burapha University, Thailand. She is currently a researcher at the Institute for the Development of Education and Applied Social Sciences, Van Lang University, Vietnam. Her research focuses on English as a Multilingua Franca, technology-enhanced language learning, communication strategy instruction, and L2 oral fluency. Her recent work investigates how low-immersion virtual reality can support Vietnamese EFL learners in developing fluency, strategic competence, and transcultural awareness in increasingly globalised communicative contexts.
Nguyen Thi Thuy Dung is the Executive Director of LEO Speaking, an educator, and a holistic health coach dedicated to helping learners improve both their communication skills and personal well-being. Her work focuses on making language learning easier, more practical, and more motivating for students of all ages and backgrounds. She believes that successful learning begins with understanding learners’ motivation and building confidence through supportive, engaging, and real-life communication experiences. Through her educational and coaching approach, she aims to empower individuals to grow not only in language ability but also in mindset, confidence, and overall quality of life.
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