Speaker
Description
In recent years, critical thinking has been increasingly recognized as a vital component in English language teaching, especially in contexts where English is taught as a foreign language (EFL). However, its practical implementation in classroom settings remains inconsistent, particularly in countries like Vietnam, where traditional, exam-oriented teaching methods often prevail. This study aims to explore the perceptions and experiences of in-service TESOL teachers regarding critical thinking in Vietnamese EFL classrooms. It seeks to understand how these educators define critical thinking, and how they integrate it into their teaching practices. Using a qualitative research design, semi-structured interviews were conducted with a purposively selected group of in-service TESOL teachers currently teaching English in tertiary institutions across Vietnam. The data were analyzed thematically to identify recurring patterns, perceptions, and strategies related to the promotion of critical thinking in EFL instruction. The findings reveal a generally positive attitude among teachers toward the value of critical thinking, with most participants associating it with skills such as analysis, evaluation, independent thinking, and problem-solving. However, several barriers to effective implementation were also identified, including limited time, rigid curricula, large class sizes, and students' lack of familiarity with critical thinking tasks. Teachers also highlighted the need for more professional development opportunities and institutional support to foster a more critical-thinking-oriented learning environment. This study contributes to the growing body of research on critical thinking in language education and provides practical insights for policymakers, teacher educators, and curriculum developers seeking to promote higher-order thinking skills in Vietnamese EFL contexts.
Biography
My name is Chung Thơ Thảo Vi, and my English name is Vivian. I'm a Pre-service TESOL Teacher from the Faculty of Foreign Language at An Giang University, Vietnam. With a strong passion for language education and a deep interest in learner development, I have focused my academic journey on understanding and promoting critical thinking in English as a Foreign Language (EFL) contexts. Throughout my university years, I have actively engaged in both academic research and teaching practicum programs, which have given me practical experience in classroom management, lesson planning, and the integration of student-centered teaching methodologies. My teaching philosophy centers on encouraging active learning and cultivating students' critical and independent thinking skills, especially in traditional EFL settings where these skills are often underemphasized. Furthermore, my research named: "Exploring In-Service TESOL Teachers’ Perceptions and Experiences with Critical Thinking in Vietnamese EFL Classrooms," reflects my commitment to improving educational practices by listening to teachers' voices and understanding the real-world challenges they face. The study aims to contribute to the growing literature on critical thinking in language teaching and provide meaningful implications for teacher education, curriculum design, and classroom implementation. Beyond academics, I also involved in various student-led English clubs and community language programs, where my works with young learners and adults alike. I believe that education is a lifelong process and hopes to continue my professional development through my research and international teaching opportunities. My long-term goal is to become a dedicated educator and researcher who inspires change in English language teaching across Vietnam.
