Abstract
AbstractThe global COVID-19 pandemic has highlighted the urgent need for teachers to be trained in technological skills and develop effective online pedagogical strategies. While recent scholarly attention has been paid to the context of digital transformations in developed countries, there is a dearth of rigorous research literature exploring how to empower foreign language (FL) teachers in Vietnam to adapt to online education in the ‘new normal.’ This study provides an understanding of the pedagogical adaptation and transformation during the pandemic and explores the underlying factors contributing to their successful online teaching. The critical incident technique (CIT) and semi-structured interview were employed to collect data. The impetus of this study is an evidence-based model for teacher training that can be utilised as a guide for empowering effective online teaching. The study findings have wider implications for FL teacher education and training programs and equally applicable to other similar social-cultural contexts.KeywordsOnline teachingFL teachersPedagogical digital competencePedagogical transformationEducation equityProfessional development
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