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:	Thi Thao Nguyen Ho, Sivapalan Subarna, Hung Hiep Pham, Van Anh Pham Thi, Thi Mai Lan Nguyen
Formato:	article
Lenguaje:	EN FR
Publicado:	EDP Sciences 2021
Materias:	blended learning english language teaching polytechnic Social Sciences H
Acceso en línea:	https://doaj.org/article/2f47c55bf76249979ac50fc9706dd62f
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id	oai:doaj.org-article:2f47c55bf76249979ac50fc9706dd62f
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spelling	oai:doaj.org-article:2f47c55bf76249979ac50fc9706dd62f2021-12-02T17:15:22ZTeaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach2261-242410.1051/shsconf/202112401003https://doaj.org/article/2f47c55bf76249979ac50fc9706dd62f2021-01-01T00:00:00Zhttps://www.shs-conferences.org/articles/shsconf/pdf/2021/35/shsconf_icmesh2020_01003.pdfhttps://doaj.org/toc/2261-2424Although 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.Thi Thao Nguyen HoSivapalan SubarnaHung Hiep PhamVan Anh Pham ThiThi Mai Lan NguyenEDP Sciencesarticleblended learningenglish language teachingpolytechnicSocial SciencesHENFRSHS Web of Conferences, Vol 124, p 01003 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR
topic	blended learning english language teaching polytechnic Social Sciences H
spellingShingle	blended learning english language teaching polytechnic Social Sciences H Thi Thao Nguyen Ho Sivapalan Subarna Hung Hiep Pham Van Anh Pham Thi Thi Mai Lan Nguyen Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach
description	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.
format	article
author	Thi Thao Nguyen Ho Sivapalan Subarna Hung Hiep Pham Van Anh Pham Thi Thi Mai Lan Nguyen
author_facet	Thi Thao Nguyen Ho Sivapalan Subarna Hung Hiep Pham Van Anh Pham Thi Thi Mai Lan Nguyen
author_sort	Thi Thao Nguyen Ho
title	Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach
title_short	Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach
title_full	Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach
title_fullStr	Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach
title_full_unstemmed	Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach
title_sort	teaching english as a second language in vietnam: transitioning from the traditional learning approach to the blended learning approach
publisher	EDP Sciences
publishDate	2021
url	https://doaj.org/article/2f47c55bf76249979ac50fc9706dd62f
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Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach

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