A Comparison of the Implementation and Explicit Attitudes between Vietnamese and Non-Vietnamese English Teachers towards Communicative Language Teaching in Vietnam

Abstract

This thesis compares the opinions about the implementation and attitudes towards CLT of two groups of English teachers, Vietnamese and non-Vietnamese. Four main factors are referred to investigate teachers’ opinions, including the roles of grammar, the roles of teachers and learners, pair and group work, and correction techniques. The semi-structured interview was employed to collect data from three Vietnamese teachers and three non-Vietnamese teachers. The results show that it is impossible to divide the participants based on their nationalities, as the researcher assumed. It is found from the results that teachers hold a positive attitude toward the implementation of CLT in Vietnam. Generally, they are knowledgeable and adept at using an array of approaches, strategies, and techniques in teaching. They ensure equity in learning opportunities and achievement for all learners. They are abreast of and conversant with the various aspects of teaching methods, strategies, and techniques required by the learners' needs, demands, and the nature of the lesson. Furthermore, they demonstrated higher sensitivity to students who needed help to keep up with the teaching process. They manifested perceptiveness to individual differences by seeing flexibility and shifting gears smoothly when their jobs no longer worked. However, various obstacles still exist which lessen the effectiveness of CLT.