Abstract
The 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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
BBC News: Học online vì Covid-19: ‘Thách thức thực sự’ cho giáo dục Viet Nam (2021). https://www.bbc.com/vietnamese/vietnam-58441010
Bozkurt, A., Jung, I., Xiao, J., et al.: A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian J. Dist. Educ. 15(1), 1–126 (2020). https://www.aacademica.org/ignacio.aranciaga/87.pdf
Butterfield, L.D., Borgen, W.A., Amundson, N.E., Maglio, A.T.: Fifty years of Critical Incident Technique: 1954–2004 and beyond. Qual. Res. 5, 457–497 (2005). https://psycnet.apa.org/doi/10.1177/1468794105056924
Chen, S., Le, T.T.: Teaching of Culture in English as an International Language: An Integrated Model. Routledge, London (2019)
Chen, S., Le, T.T.: The TESOL Research Training Journey: Voices from International PhD Students. Routledge, London (2021)
Claro, M., Salinas, A., Cabello-Hutt, T., San Martín, E., Preiss, D.D., Valenzuela, S., et al.: Teaching in a Digital Environment (TIDE): defining and measuring teachers’ capacity to develop students’ digital information and communication skills. Comput. Educ. 121, 162–174 (2018). https://doi.org/10.1016/j.compedu.2018.03.001
Conway, C., Richards, H., Harvey, S., Roskvist, A.: Teacher provision of opportunities for learners to develop language knowledge and cultural knowledge. Asia Pacific J. Educ. 30(4), 449–462 (2010). https://doi.org/10.1080/02188791.2010.519545
Darling-Aduana, J., Heinrich, C.J.: The role of teacher capacity and instructional practice in the integration of educational technology for emergent bilingual students. Comput. Educ. 126, 417–432 (2018). https://doi.org/10.1016/j.compedu.2018.08.002
Dharmaraj, S.: E-learning platforms in Vietnam grow amid COVID-19 breakout (2020). https://www.opengovasia.com/e-learning-platforms-in-vietnam-grow-amid-covid-19-breakout/
Dinh, L.P., Nguyen, T.T.: Pandemic, social distancing, and social work education: students’ satisfaction with online education in Vietnam. Soc. Work. Educ. 39(8), 1074–1083 (2020). https://doi.org/10.1080/02615479.2020.1823365
Deutsch, F.M.: How small classes benefit high school students. NASSP Bull. 87(635), 35–44 (2003). https://doi.org/10.1177/019263650308763504
Farrell, T.S.C.: Reflective practice as innovation in SLTE. In: Farrell, T.S.C. (ed.) International perspectives on English language teacher education. IPELT, pp. 193–200. Palgrave Macmillan UK, London (2015). https://doi.org/10.1057/9781137440068_12
Farrell, T.S.C.: ‘My training has failed me’: Inconvenient truths about second language teacher education (SLTE). TESL-EJ 22(4), 1–17 (2019)
Feuer, M.J., Floden, R.E., Chudowsky, N., Ahn, J.: Evaluation of Teacher Preparation Programs: Purposes, Methods, and Policy Options. National Academy of Education, Washington (2013)
Flanagan, J.C.: The critical incident technique. Psychol. Bull. 51, 327–358 (1954)
From, J.: Pedagogical digital competence – between values, knowledge, and skills. High. Educ. Stud. 7(2), 43–50 (2017)
García, G.B., Frederik, Q., Zhu, C.: Self-directed language learning in a mobile-assisted, out-of-class context: do students walk the talk? Comput. Assist. Lang. Learn. 32(1), 71–97 (2019). https://doi.org/10.1080/09588221.2018.1485707
Government of Vietnam. Decision No. 117 on the approval of Project “ICT Emhancement in Administration and Teaching-Learning Support, Scientific Research to Improve the Quality of Education and Training” period 2016–2020, with 2025 orientation(2017)
Griffiths, C.: Focus on the teacher. ELT J. 66(4), 468–476 (2012). https://doi.org/10.1093/elt/ccs043
Groff, J.: Technology-rich innovative learning environments. Working Paper. Paris: OECD – _CERI (2013). http://www.oecd.org/edu/ceri/Technology-Rich%20Innovative%20Learning%20Environments%20by%20Jennifer%20Groff.pdf
Gruba, P., Nguyen, N.B.C.: Evaluating technology integration in a Vietnamese university language program AU. Comput. Assist. Lang. Learn. 32(5–6), 619–637 (2019). https://doi.org/10.1080/09588221.2018.1527365
Guilherme, M.: Critical Citizens for an Intercultural World: Foreign Language Education as Cultural Politics. Multilingual Matters, Clevedon (2002)
Hartford, J., MacRuairc, G.: Engaging student teachers in meaningful reflective practice. Teach. Teach. Educ. 24, 1884–1892 (2008). https://doi.org/10.1016/j.tate.2008.02.010
Hassinger, M., Plourde, L.A.: Beating the odds: How bi-lingual Hispanic youth work through adversity to become high achieving students. Education 126(2), 316–327 (2005)
Huynh, V.T., Le, T.K.A.: The 4.0 industrial revolution affecting higher education organisations’ operation in Vietnam. Int. J. Manag. Technol. 4(2), 1–12 (2017)
Ion, G., Sanchez Martí, A., Agud Morell, I.: Giving or receiving feedback: Which is more beneficial to students’ learning? Assess. Eval. Higher Educ. 1–15 (2018). https://doi.org/10.1080/02602938.2018.1484881
Komur, S.: Teaching knowledge and teacher competencies: A case study of Turkish pre-service English teachers. Teach. Educ. 21(3), 279–296 (2010). https://doi.org/10.1080/10476210.2010.498579
Lau, R.W.K.: You are not your PhD: Managing stress during doctoral candidature. In: Pretorius, L., Macaulay, L., Cahusac de Caux, B. (eds.) Wellbeing in doctoral education, pp. 47–58. Springer, Singapore (2019). https://doi.org/10.1007/978-981-13-9302-0_6
Lee, C. (2020). Challenges for education sector while coping with COVID-19. Vietnam Times. https://vietnamtimes.org.vn/challenges-for-education-sector-while-coping-with-covid-19-19748.html
Le, X.M., Vo, K.H.: Factors affecting secondary-school English teachers’ adoption of technologies in Southwest Vietnam. Language Educ. Asia 5(2), 198–215 (2014). https://doi.org/10.5746/LEIA%2F14%2FV5%2FI2%2FA03%2FLE_VO
Linh, H.. Online education remains unfamiliar in Vietnam. Vietnamnet (2020). https://vietnamnet.vn/en/society/online-education-remains-unfamiliar-in-vietnam-620964.html
Luik, P., Taimalu, M., Suviste, R.: Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Educ. Inf. Technol. 23(2), 741–755 (2017). https://doi.org/10.1007/s10639-017-9633-y
Maheshwari, G.: Factors affecting students’ intentions to undertake online learning: an empirical study in Vietnam. Educ. Inf. Technol. 26(6), 6629–6649 (2021). https://doi.org/10.1007/s10639-021-10465-8
Maican, C.I., Cazan, A.-M., Lixandroiu, R.C., Dovleac, L.: A study on academic staff personality and technology acceptance: the case of communication and collaboration applications. Comput. Educ. 128, 113–131 (2019). https://doi.org/10.1016/j.compedu.2018.09.010
McGarr, O., Gallchóir, G.O.: Examining supervising field instructors’ reporting and assessment of technology use by pre-service teachers on school placement. Comput. Educ. 146 (2020). https://doi.org/10.1016/j.compedu.2019.103753
MOET: Decree 2268/CT-BGDĐT dated 08 August 2019 (2019). https://thuvienphapluat.vn/van-ban/giao-duc/Chi-thi-2268-CT-BGDDT-2019-ve-nhiem-vu-va-giai-phap-nam-hoc-2019-2020-421135.aspx
MOET: Công văn hướng dẫn dạy học qua Internet trên truyền hình đối với CSGD phổ thông, CSGD thường xuyên trong thời gian học sinh nghỉ học ở trường vì Covid-19 năm học 2019–2020 [Documentary: Guidelines for teaching via Internet, TV for general and regular education institutions during the schools’ closure by Covid-19 pandemic in 2019–2020 academic year] (Publication No.1061/BGDDT-GDTrH) (2020). https://thuvienphapluat.vn/cong-van/Congnghe-thong-tin/Cong-van-1061-BGDDT-GDTrH-2020-day-hoc-qua-Internet-trong-thoigian-nghi-hoc-o-truong-vi-Covid-19-438294.aspx
Moorhouse, B.L., Li, Y., Walsh, S.: E-classroom interactional competencies: mediating and assisting language learning during synchronous online lessons. RELC J. 00, 1–15 (2021). https://doi.org/10.1177/0033688220985274
Nguyen, H., Pham, T.: University World News (2020). https://www.universityworldnews.com/post.php?story=20200512154252178
Nguyen, T.T.L.: Using ICT to foster collaborative writing for EFL university students in Vietnam. Doctoral dissertation, Edith Cowan University, Australia (2019)
Nguyen, V.H., Rensburg, H.: Investigating the effectiveness of computer-assisted language learning (CALL) on Vietnamese EFL young learners’ listening skills. In: Global Language Policies and Local Educational Practices and Cultures, pp. 156–173. Deep University Press, Blue Mounds, Wisconsin (2016)
Papouli, E.: Using the critical incident technique (CIT) to explore how students develop their understanding of social work values and ethics in the workplace during their final placement. J. Soc. Work Values Ethics 13(2), 56–72 (2016)
Peeraer, J., Van Petegem, P.: ICT in teacher education in an emerging developing country: Vietnam’s baseline situation at the start of ‘The Year of ICT.’ Comput. Educ. 56(4), 974–982 (2011). https://doi.org/10.1016/j.compedu.2010.11.015
Pettersson, F.: Digitally competent school organisations - Developing Supportive organisational infrastructures. Int. J. Media Technol. Lifelong Learn. 14(2), 132–143 (2018)
Pham, H.H., Ho, T.T.H.: Toward a ‘new normal’ with e-learning in Vietnamese higher education during the post COVID-19 pandemic. High. Educ. Res. Dev. 39(7), 1327–1331 (2020). https://doi.org/10.1080/07294360.2020.1823945
Pi, Z., Hong, J.: Learning process and learning outcomes of video podcasts including the instructor and PPT slides: a Chinese case. Innov. Educ. Teach. Int. 53(2), 135–144 (2016)
Pollack, T., Thwaites G., & Rabaa, M.:. Emerging COVID-10 success story: Vietnam’s commitment to containment. https://www.exemplars.health/emerging-topics/epidemic-preparedness-and-response/covid-19/vietnam#outbreak
Rehn, N., Maor, D., McConney, A.: The specific skills required of teachers who deliver K-12 distance education courses by synchronous videoconference: Implications for training and professional development. Technol. Pedagog. Educ. 27, 417–429 (2018). https://doi.org/10.1080/1475939X.2018.1483265
Seaman, J.E., Allen, I.E., Seaman, J.: Grade increase: Tracking distance education in the United States. Babson Survey Research Group (2018)
Sit, H.W.: Pedagogical integration today for language teachers of tomorrow. J. Commun. Educ. 5(1), 25–42 (2021). http://www.hkaect.org/jce/5(1)/Sit_2021_JCE_5(1)_pp25-42.pdf
Sit, H., Guo, S.: An exploration of design principles to enhance students’ L2 acquisition in a flipped class. In: Tso, A. (ed.) Digital Humanities and New Ways of Teaching. DCH, vol. 1, pp. 111–131. Springer, Singapore (2019). https://doi.org/10.1007/978-981-13-1277-9_7
Stenman, S., Pettersson, F.: Remote teaching for equal and inclusive education in rural areas? An analysis of teachers’ perspectives on remote teaching. Int. J. Inf. Learn. Technol. 37(3), 87–98 (2020). https://doi.org/10.1108/ijilt-10-2019-0096
Tang, S.Y.F.: Asian perspectives on teacher education. Asia Pacific J. Educ. 31(1), 110–114 (2011). https://doi.org/10.1080/02188791.2011.548687
The World Bank. Data for Vietnam, lower middle income (2020). https://data.worldbank.org/?locations=VN-XN
To, J., Panadero, E.: Peer assessment effects on the self-assessment process of first-year undergraduates. Assess. Eval. High. Educ. 44(6), 920–932 (2019). https://doi.org/10.1080/02602938.2018.1548559
Tran, N.H.: Dạy học trực tuyến: từ ngại đến thích, 20 May 2020. https://tuoitre.vn/day-hoc-truc-tuyen-tu-ngai-den-thich-20200520090638546.htm
Tran, P.: Training learners to use Quizlet vocabulary activities on mobile phones in Vietnam with Facebook. JALT Call J. 12(1), 43–56 (2016). http://dx.doi.org/10.29140/jaltcall.v12n1.201
United Nations (UN): Sustainable development goals (2015). http://www.un.org/sustainabledevelopment/sustainable-development-goals/
Van de Oudeweetering, K., Voogt, J.: Teachers’ conceptualisation and enactment of twenty-first-century competences: exploring dimensions for new curricula. Curricul. J. 29(1), 116–133 (2018). https://doi.org/10.1080/09585176.2017.1369136
Vesna, M.P., Ivana, M.K.: The real needs of foreign language teachers as practitioners within teacher education and professional development process. In: Conference Proceedings, International Scientific & Professional Conference Contemporary Issues in Economy & Technology, CIET, pp. 736–744 (2020). https://www.academia.edu/47565978/The_Real_Needs_of_Foreign_Language_Teachers_as_Practitioners_within_Teacher_Education_and_Professional_Development_Process
Vianden, J.: The Critical Incident Technique in student affairs research and practice. J. Stud. Affairs Res. Pract. 49 (2012). http://dx.doi.org/10.1515/jsarp-2012-6441
Vietnamnet. Online education remains unfamiliar in Vietnam (2020). https://vietnamnet.vn/en/society/online-education-remains-unfamiliar-in-vietnam-620964.html
Vo, N.H.: Understanding higher education learners’ acceptance and use of mobile devices for language learning: A Rasch-based path modelling approach. Comput. Educ. 146 (2020). https://doi.org/10.1016/j.compedu.2019.103761
Vo, N.H., Mu, G.M.: Perceived teacher support and students’ acceptance of mobile-assisted language learning: Evidence from Vietnamese higher education context. Br. J. Educ. Technol. 0(0), 1–20 (2020). https://doi.org/10.1111/bjet.13044
Wang. J., Antonenko, P., Dawson, K.: Does visual attention to the instructor in online video affect learning and learning perceptions? An eye-tracking analysis. Comput. Educ. 146 (2020). https://doi.org/10.1016/j.compedu.2019.103779
Wanner, T., Palmer, E.: Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assess. Eval. High. Educ. 43(7), 1032–1047 (2018). https://doi.org/10.1080/02602938.2018.1427698
Ward, L.: Teacher practice and the integration of ICT: Why aren't our secondary school teachers using computers in their classrooms? Paper presented at the NZARE / AARE, Auckland, New Zealand (2003). http://www.aare.edu.au/data/publications/2003/war03165.pdf
Wen, Y., Wu, J.: A study on Singapore Chinese language teachers’ professional proficiency and training needs for sustainable development. J. Teach. Educ. Sustain. 19(2), 69–89 (2017). https://doi.org/10.1515/jtes-2017-0015
Wiklund-Engblom, A.: Digital relational competence: sensitivity and responsivity to needs of distance and co-located students. Int. J. Media, Technol. Lifelong Learn. 14(2), 188–200 (2018). https://doi.org/10.7577/seminar.2979
Wright, M., Bergom, I., Bartholomew, T.: Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes. Act. Learn. High. Educ. 20(1), 51–62 (2019). https://doi.org/10.1177/1469787417735607
Zhang, M.: A bilingual second language teacher teaching bilingually: A self-study. Master’s thesis. University of Western Sydney, Australia) (2010). http://arrow.uws.edu.au:8080/vital/access/manager/Repository/uws:8251
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this paper
Cite this paper
Le, T.T., Sit, H.H.W., Chen, S. (2023). How Vietnamese Foreign Language Teachers Survive and Thrive: Tracing Successful Online Teaching During the COVID-19 Pandemic. In: TSO, A.W.B., NG, S.K.K., LAW, L., BAI, T.S. (eds) The Post-pandemic Landscape of Education and Beyond: Innovation and Transformation. HKAECT 2022. Educational Communications and Technology Yearbook. Springer, Singapore. https://doi.org/10.1007/978-981-19-9217-9_8
Download citation
DOI: https://doi.org/10.1007/978-981-19-9217-9_8
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-19-9216-2
Online ISBN: 978-981-19-9217-9
eBook Packages: EducationEducation (R0)