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

Bibliographic Data

ID22154792
AuthorsVo Thi Hieu Thao, Nguyen Thi Thu (0000-0002-8505-896X), Nguyen Thi Kieu Thu
Year2024
Volume9
Issue3
Pages122-130
Publication date2024-01-01
Open AccessYes
TypeARTICLE
VenueInternational Journal of English Literature and Social Sciences (JOURNAL)
Journal identifiersISSN: 2456-7620 • E-ISSN: 2456-7620
PublisherAI Publications (PUBLISHER)
DOI10.22161/ijels.93.13
OpenAlexW4398149877
LanguageEN
Citations received1
References cited6

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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Open DOIOpen Access