Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach
Although blended learning (BL) has been utilized in English language teaching globally for the past few decades, it is a new phenomenon in the Vietnamese context. Little research has been done to simultaneously investigate how students and lecturers perceive blended learning implementation for Engli...
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| Autores principales: | , , , , |
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| Formato: | article |
| Lenguaje: | EN FR |
| Publicado: |
EDP Sciences
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/2f47c55bf76249979ac50fc9706dd62f |
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| Sumario: | Although blended learning (BL) has been utilized in English language teaching globally for the past few decades, it is a new phenomenon in the Vietnamese context. Little research has been done to simultaneously investigate how students and lecturers perceive blended learning implementation for English as a foreign language (EFL) teaching and learning in Vietnam, particularly within the higher education context. This study thus aims to investigate lecturers’ and students’ perspectives on BL implementation in an English Fundamentals course at a polytechnic in Hanoi, Vietnam. Data was collected via an online survey of 1500 non-English majors in the Fall 2019 semester and via interviews with 5 full-time EFL lecturers. The findings revealed that lecturers and students had positive perceptions of BL. For lecturers, the implementation of BL impacted their teaching approach and shifted the teaching of grammar and vocabulary from face-to-face to self-studying grammar and vocabulary using online lessons, devoting more in-class time to practicing speaking. Students meanwhile revealed that BL helped them develop self-autonomy of learning. |
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