International Education Journal

Educational Research Conference 2005 Special Issue

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Learner-centeredness and EFL instruction in Vietnam: A case study1


Hung Van Dang 
University of South Australia
Hung.Dang@postgrads.unisa.edu.au

 

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1This article was extensively edited by Dr B. Matthews, Research Associate, Flinders University Institute of International Education.

Abstract

Although learner-centeredness has been widely applied in instruction in the world, this approach has only been cautiously adopted in English as a Foreign Language (EFL) teaching at some institutions in Vietnam. Taking a social constructivist view, this case study explores how a learner-centred perspective is employed in EFL teaching at a teacher training college in Vietnam. The study is based on data generated with EFL teachers and students of an advanced level class through classroom observations, in-depth interviews, group discussions and document reviews. The data have been qualitatively analysed to show how learner-centeredness is successfully employed to get the students actively involved in learning. Implications are drawn in regard to EFL teaching and learning, and also curriculum and materials development. 

English as a Foreign Language (EFL) Learner-centeredness, social constructivist view, learner involvement and activity, willingness

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Dang, H.V. (2006) Learner-centeredness and EFL instruction in Vietnam: A case study. International Education Journal, 7 (4), 598-610.
http://iej.com.au

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