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

Dados Bibliográficos

ID22154792
AutoresVo Thi Hieu Thao, Nguyen Thi Thu (0000-0002-8505-896X), Nguyen Thi Kieu Thu
Ano2024
Volume9
Fascículo3
Páginas122-130
Data de publicação2024-01-01
Open AccessSim
TipoARTICLE
PeriódicoInternational Journal of English Literature and Social Sciences (JOURNAL)
Identificadores do periódicoISSN: 2456-7620 • E-ISSN: 2456-7620
EditoraAI Publications (PUBLISHER)
DOI10.22161/ijels.93.13
OpenAlexW4398149877
IdiomaEN
Citações recebidas1
Referências 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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