Speaker
Description
Teachers' emotions play a crucial part in language teachers' identities, classroom practices, and professional growth (Hubers, 2020; Huang et al., 2020; Gkonou & Miller, 2021). However, there is little research on teachers' emotions during ELT reform in Vietnam, especially in the case of ethnic minority teachers. Employing phenomenological study as a research design, the proposed study aims to investigate the emotional experiences of Khmer EFL teachers during ELT reform in Vietnam. Using in-depth semi-structured interviews, reflection journals, the research will examine teachers' emotional narratives in three different phases: past, present, and future based on the Dynamic Systems Model of Role Identity (DSMRI) and Bronfenbrenner’s Ecological Systems Theory. The study is expected to provide deep understanding to explore what emotions Khmer EFL teachers experience, how they navigate these emotions, and which factors influence them. The finding of this study might enhance teacher support, inform curriculum policy, and foster a more emotionally supportive and effective teaching environment.
Key words: Khmer EFL teachers, curriculum reform,emotions, teachers' identities, professional growth.
Biography
I am a senior secondary school teacher in a public school in Soc Trang Province and a doctoral student in Can Tho university. I am interested in research related to language pedagogy, technology sustainability, professional development. By exploring these areas, I can integrate effective practices into the classroom and promote sustainable educational strategies.
