Speaker
Description
English language teaching (ELT) is no exception to the principle that reform is essential in every educational context to ensure continuous development. Although several studies have explored ELT reforms, little is known about teacher trainers’ perspectives on these changes. This study investigates teacher trainers’ cognition regarding ELT reforms, taking into account their professional backgrounds, educational training, classroom practices, and contextual factors. A total of 33 teacher trainers from various universities participated in the study by completing questionnaires, and six of them were later interviewed in semi-structured sessions. The questionnaire data were analyzed using SPSS version 20.0, while the interview responses were examined using content analysis. The findings indicate that teacher trainers generally had a satisfactory level of understanding regarding ELT reforms. They believed that successful teaching requires reform-related training. However, they emphasized that such training must be practical, innovative, and relevant particularly in terms of integrating information technology. These insights underscore the importance of revisiting and enhancing training content to better equip teacher trainers with up-to-date knowledge and skills. It is expected that the results of this study will stimulate further research on ELT reforms and contribute to the improvement of teacher training programs across universities.
Biography
Triệu Thị Ngọc Mai is a dedicated English teacher at Duong Ky Hiep High School in Soc Trang, Vietnam, with over 15 years of experience in teaching English at the upper-secondary level. She is currently pursuing a Master’s degree in English Language Teaching Methodology (Cohort 31), where she continues to explore innovative approaches to language instruction and teacher education. Throughout her teaching career, she has consistently demonstrated a strong commitment to both student learning and teacher development. Her professional interests include English proficiency assessment, technology integration in language teaching, curriculum reform, and the continuous professional development of English language teachers. She actively participates in professional learning communities, collaborates with peers to improve instructional practices, and engages in research on teacher cognition and ELT innovations. With a deep passion for education and educational reform, she strives to empower both students and fellow educators to adapt effectively to the evolving demands of English language teaching in Vietnam.
