Exploring the Impact of Scholarly Writing on Professional Development and Reflective Practices Among Vietnamese Tertiary EFL Teachers: A Qualitative Inquiry

Abstract

This qualitative study investigates the perceptions of Vietnamese tertiary English as a Foreign Language (EFL) teachers on the role of writing scientific journal articles in their professional development and its contribution to their reflective teaching practices. Nine EFL teachers from two Vietnamese tertiary institutions, representing novice, mid-career, and near-end career stages, participated in semi-structured interviews. Thematic analysis was employed to interpret the data, grounded in reflective practice theory and situated learning theory. The findings reveal that teachers across all career stages perceive scholarly writing as a crucial component of their professional growth. Novice teachers viewed it as a reflective tool for self-discovery and skill enhancement, mid-career teachers as a means for consolidating experiences and contributing to the field, and near-end teachers as an avenue for mentorship and legacy building. Additionally, the study found that scholarly writing significantly fosters reflective teaching practices, enhancing self-reflection, pedagogical innovation, and mentoring across different career stages. The study highlights the multifaceted role of scholarly writing in professional development and reflective practices of EFL teachers. It underscores the need for tailored support for scholarly writing at various stages of a teaching career, emphasizing its value not only in academic contribution but also in enhancing teaching quality. The findings suggest that engagement in scholarly writing is a powerful catalyst for professional and pedagogical growth among EFL teachers, particularly in the evolving educational context of Vietnam.