Abstract
Factors Affecting English Language Teaching in Vietnamese High Schools from Teachers' Perspective
Highlights
Education administrators, teachers, and parents have voiced their support for the reform of the method and acknowledged the Ministry of Education and Training's efforts to enhance the quality of teachers
The objectives of this study are to (a) discover factors that directly affect the teaching of English at three high schools in Ho Chi Minh City, Vietnam, and (b) determine whether there are some differences between the three schools' teachers' perceptions of factors affecting their English teaching
This study sought for understanding the factors affecting English language teaching at three high schools in Ho Chi Minh City, Vietnam
Summary
Teaching English as a second language has gained a prominent position in the world. English is one of the most frequently spoken languages on an international market (Jain & Patel, 2008). The quality of education in general and foreign language education, in particular, has received significant attention from the Vietnamese government. Teaching and learning English entail a variety of variables that might have a positive or negative effect on this process. In English language instruction, these efforts have been undertaken by the government and stakeholders. They have carried out various initiatives to enhance the quality of instruction, such as writing new communication-oriented textbooks
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