Vietnamese EFL teachers’ beliefs about communicative language teaching (CLT)

Abstract

This paper aims to investigate English language teachers’ beliefs about Communicative Language Teaching (CLT) in Vietnam. A questionnaire by Khatib and Tootkaboni (2017) was administered to 128 EFL teachers at secondary schools in Quang Ninh and Thai Binh provinces to capture a source of data for this inquiry. SPSS - version 26 was utilized to analyze quantitative data and generate descriptive statistics. The findings indicate that the teachers generally held moderately favourable beliefs about CLT. Particularly, of the six core domains of CLT, the use of pair/group work was most favoured by the teachers, followed by the role of teacher, learners and grammar, error correction and evaluation, respectively. The least positive belief about CLT was found in the role of the native language in English teaching. The study implies that further research on teachers’ beliefs about CLT is highly recommended to reaffirm the results of the current study.