Abstract
This case study aims to investigate EFL teachers’ knowledge about theories of language and their awareness of pedagogy in relation to teaching English as a foreign language in the context of one faculty in a private university in Vietnam. The study employed a qualitative method. Ten semi-structured interviews were conducted to collect data. The data were transcribed, language translated and imported into NVivo 12 Plus software for coding and analysis. Results of the study show that EFL teachers’ pedagogical knowledge requires a degree of flexibility and the ability to adapt in terms of practices. However, they do not pay much attention to theories. The study provides some suggestions for further professional development for EFL teachers and future researchers.
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