EFL teachers’ perceptions of their roles at a Vietnamese English Center

Datos Bibliográficos

ID22154792
AutoresVo Thi Hieu Thao, Nguyen Thi Thu (0000-0002-8505-896X), Nguyen Thi Kieu Thu
Año2024
Volumen9
Número3
Páginas122-130
Fecha de publicación2024-01-01
Open AccessSí
TipoARTICLE
RevistaInternational Journal of English Literature and Social Sciences (JOURNAL)
Identificadores de la revistaISSN: 2456-7620 • E-ISSN: 2456-7620
EditorialAI Publications (PUBLISHER)
DOI10.22161/ijels.93.13
OpenAlexW4398149877
IdiomaEN
Citas recibidas1
Referencias citadas6

This study investigated the perceptions of EFL teachers regarding their roles at Hai Hoa English Center in Vietnam. The research aimed to explore teachers' perceptions of five key roles: facilitator, counselor, resource provider, learning coach, and self-access center manager. A questionnaire was administered to 25 teachers at the language center. The findings revealed that teachers strongly perceived their roles as facilitators and counselors, emphasizing the importance of providing personalized guidance, promoting collaboration, and adapting communication styles to cultural norms. The roles of learning coach, resource provider, and self-access center manager were also acknowledged, but considered less crucial compared to facilitator and counselor roles. The results suggest that language learning centers should provide targeted professional development opportunities and resources to support teachers in fulfilling these roles effectively. This study contributes to the understanding of EFL teacher roles in the Vietnamese context and offers valuable implications for teacher training and language center management

Linguistics · Mathematics education · Pedagogy · Perception · Vietnamese · Chemistry · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Learning and Teaching

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