Speaker
Description
This study investigates the challenges encountered and coping strategies experienced by a Vietnamese pre-service EFL teacher when implementing Task-Based Language Teaching (TBLT) in a high school practicum context. The research problem addresses the gap between TBLT principles and the realities of traditional, exam-oriented classrooms in Vietnam, where communicative approaches remain underutilized despite policy-level endorsement. Grounded in Gibbs’ Reflective Cycle and Second Language Acquisition (SLA) theories, this self-reflective study was conducted over six TBLT-integrated lessons delivered to three Grade 11 classes during a 12-week practicum period. Data were collected via reflection journals, semi-structured interviews with students, and informal discussions with supervising and peer teachers. Thematic analysis was employed to identify emerging challenges and adaptive responses. Results reveal major barriers such as limited student readiness, rigid curricula, technological constraints, and difficulties in transitioning from teacher-centered to student-centered roles. To navigate these issues, several strategies were developed, including adjusting task complexity, scaffolding student performance, encouraging peer collaboration, and seeking mentor support. The findings suggest that reflective teaching plays a pivotal role in bridging theory and practice. The study recommends that teacher education programs integrate structured reflective practice to prepare future teachers for context-sensitive implementation of TBLT. This research contributes to the growing body of literature on learner-centered instruction in Asian secondary education and provides practical insights for EFL educators, trainers, and policymakers seeking to reform teaching practices in alignment with communicative language teaching goals.
Biography
Nguyen Doan Gia Nghi is a fourth-year English Language Teacher Education student at Can Tho University. She is particularly interested in communicative, learner-centered approaches, especially Task-Based Language Teaching (TBLT). During her teaching practicum, she applied TBLT in high school classrooms and conducted a self-reflective study on its challenges and coping strategies. Her research aims to bridge theory and practice in Vietnamese EFL settings and highlights the role of reflection in improving pedagogy. She is committed to enhancing classroom practices and promoting adaptive teaching to create more engaging and effective learning environments for Vietnamese students.
Nguyen Van Loi is an Associate Professor at the School of Foreign Languages, Can Tho University, Vietnam. With over 20 years of experience in English language teacher education, he has been deeply involved in both pre-service and in-service training programs. His research interests encompass English language teaching and learning, teacher cognition, professional development, and the integration of technology in language education. He has published extensively on topics such as task-based language teaching, project-based learning, and learner autonomy.
