VIETTESOL INTERNATIONAL CONVENTION 2025

This presentation explores the real challenges of teaching English at a public high school in a coastal area of Phù Mỹ District, Bình Định Province. Most students here have very low English proficiency, especially those in the public semi-autonomous system, where learners often have limited academic ability and minimal access to quality language learning environments. Many students cannot understand even basic vocabulary in their textbooks, mispronounce common words, and lack the confidence or ability to speak English in class.
Teachers are often required to rely heavily on Vietnamese to explain instructions, clarify meaning, and keep students engaged. Motivation is low, and exposure to English outside of school is nearly nonexistent, which creates major barriers to implementing the national curriculum effectively.
To cope with these difficulties, the presenter has adopted several context-responsive strategies, including simplified input, bilingual instruction, repetition, use of visual aids, and connecting English content to students’ daily lives in rural and coastal settings. These adjustments, informed by scaffolding theory and contextual pedagogy, have helped students make small but meaningful progress—such as reading a sentence aloud or speaking a short phrase.
This presentation not only shares these experiences but also invites open discussion with other teachers facing similar challenges. It aims to create a space for sharing practical ideas, mutual support, and new approaches to language pedagogy in under-resourced and low-proficiency classrooms. The presenter hopes to learn from fellow educators and collaboratively explore ways to make English more accessible and achievable for all students.