Speaker
Description
In recent years, teacher professional development has become a major focus in English as a Foreign Language (EFL) education, especially in Vietnam, where it supports efforts to enhance teaching quality. However, limited research has explored how in-service EFL teachers in Vietnam’s economically disadvantaged provinces respond to professional development programs. Grounded in Guskey’s (2000) framework for evaluating professional development, this mixed-method study investigates in-service EFL teachers’ responses to professional development under Vietnam’s National Foreign Language Project (2017–2025) in the Mekong Delta, Ninh Thuan, and Binh Phuoc. The study explores their satisfaction with the professional development training, their acquired knowledge and skills, and their classroom application of new skills. Quantitative data from 121 online survey respondents indicated high satisfaction, particularly with the trainers’ expertise, course objectives, and training methods. Qualitative data from written responses by six teachers revealed gains in teaching methods, lesson planning, technology integration, and assessment, with some also mentioning critical thinking and translanguaging. Teachers reported adapting these to fit local teaching contexts, though challenges such as students’ low English proficiency remained. These findings provide insights for program designers, teacher educators, and policymakers seeking to enhance the relevance and effectiveness of future professional development in under-resourced regions.
Biography
Nguyen Bao Loc is a recent graduate with a Bachelor's degree in English Teacher Education (Cohort 47), specializing in Teaching English as a Foreign Language (EFL). Throughout his undergraduate studies, he developed a strong interest in teacher professional development.
Loc gained valuable practical experience during his teaching practicums, where he engaged in lesson planning, classroom observation, and teaching in diverse learning environments. His undergraduate thesis investigated how in-service EFL teachers in economically disadvantaged areas of Vietnam, specifically in the Mekong Delta, Ninh Thuan, and Binh Phuoc, respond to a professional development program, organized under the National Foreign Language Project 2017-2025. This research reflects his growing commitment to evidence-based approaches that support teachers' ongoing growth and classroom impact.
Loc is eager to contribute to discussions on teacher empowerment, equitable access to training, and the future of EFL education. Through this conference, he hopes to connect with educators and researchers who share his passion for meaningful and sustainable teacher development.
