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Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible
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Xue, Lin. - : Humboldt-Universität zu Berlin, 2019
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22 |
Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices
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23 |
Oral corrective feedback in a blended learning environment: Challenges and contradictions faced by teachers in a Vietnamese university
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24 |
Adult Educators at the Crossroads of Language Learning and Workforce Development: A Qualitative Study of Teacher Agency
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In: Graduate Masters Theses (2019)
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25 |
From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 34, n. 4 (2018) ; 1678-460X ; 0102-4450 (2019)
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26 |
From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar
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27 |
Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction
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In: World Languages and Cultures Publications (2018)
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28 |
Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction
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In: World Languages and Cultures Publications (2018)
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29 |
Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities
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30 |
CFL Teacher Cognition in K-8 School Settings: Focus on Classroom Management
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In: Applied Linguistics and English as a Second Language Dissertations (2018)
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31 |
Discerning the Language Assessment Literacy of EFL Teachers in Uzbekistan: An Individual, Social, and Sociohistorical Teacher Cognition Inquiry
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In: Applied Linguistics and English as a Second Language Dissertations (2018)
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32 |
Task-based language teaching for Chinese as a second language: Teaching practice and teacher cognition
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33 |
Speaking Pedagogy: Insights from Vietnamese EFL Teachers’ Cognitions and Classroom Practice
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In: University of Wollongong Thesis Collection 2017+ (2018)
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34 |
Overseas teaching experience and motivational currents: The case of EFL pre-service teachers in Indonesia
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 429-440 (2018) (2018)
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LANGUAGE TEACHERS’ BELIEFS ON MATERIALS USE AND THEIR LOCUS OF CONTROL: CASE-STUDIES FROM IRAN AND JAPAN
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 3, Pp 583-593 (2018) (2018)
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Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices
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37 |
Changing Teacher Perceptions of their Roles: Pre and Post NCLB
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Diffusion of the CEFR among Vietnamese teachers: a mixed methods investigation
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Abstract:
The study was conducted in Vietnam, a developing Asian country where the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) has been designated as the official standard of its foreign language education sector. Despite the CEFR's authoritative role, there has been a serious lack of research about this framework and how it is diffused among classroom teachers, the group of stakeholders that plays a decisive role in its successful implementation. In an attempt to bridge this gap, the current study aims to cast light on Vietnamese teachers' perceptions and use of the CEFR as well as on their related needs, based on the diffusion of innovations model (Rogers, 2003), and its reinterpretation in Van den Branden (2009). Via the convergent parallel design, a type of mixed methods research which involves triangulating qualitative and quantitative data (Creswell, 2012), the study has found that Vietnamese teachers were generally positive about its impact, but adopted it at significantly different levels in their practice. Moreover, they demonstrated a serious need for learning further about the framework. In light of these findings, the study recommends that a formal peer support network for teachers should be established and that the current assessment practice should be reformed in line with the CEFR to ensure the ultimate successful adoption of this innovative framework.
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Keyword:
1203 Language and Linguistics; 3304 Education; 3310 Linguistics and Language; Common European Framework of Reference (CEFR); Diffusion of innovations; Mixed methods research; Teacher cognition; Triangulation
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URL: https://espace.library.uq.edu.au/view/UQ:d65990c
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Critical Language Awareness in an ELL Urban Language Classroom: Transforming a Latina Teacher’s Language Ideology
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In: Doctoral Dissertations (2017)
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TEACHERS’ BELIEFS AND PRACTICES IN ASSESSING THE VIEWING SKILL OF ESL LEARNERS
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 19-28 (2017) (2017)
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