Speaker
Description
Vietnam’s 2018 English Curriculum aims to reform English language education by introducing a competency-based, communicative approach. However, in underdeveloped regions such as the Mekong Delta, the effectiveness of this top-down policy depends not only on its implementation but also on teachers’ understanding of its core principles. This study employs a quantitative research design to investigate the accuracy, depth, and nature of curriculum knowledge among secondary EFL teachers, based on survey data. Findings indicate that while a majority of teachers demonstrate a sound understanding of the curriculum, a minority exhibit limited comprehension and hold misconceptions. These results suggest that apparent policy compliance may mask underlying misunderstandings. The study concludes with recommendations to enhance the effectiveness of curriculum implementation through targeted professional development and support.
Keywords: Curriculum Implementation, Competency-Based Education, Understanding, English Curriculum, EFL teachers.
Biography
Le Hoang Minh is a doctoral student in Theory and Methodology of English Language Teaching at Can Tho University. He currently serves as an English Education specialist at the Department of Education and Training in Ben Tre, Vietnam. He earned his Master’s degree in Applied Linguistics. His primary research interests focus on English language teaching, teacher education, and classroom-based research.
Nguyen Anh Thi is currently a lecturer of English at Can Tho University, Vietnam. His main research interests involve pre/in-service teacher training, teacher education and language teaching methodology. Most of his publications on English language teaching were oriented towards the development of a researched-pedagogy. An overarching goal of his research is to promote positive educational practices and experience exchange among researchers, teachers, and the like
