Factors Affecting English Language Teaching in Vietnamese High Schools from Teachers' Perspective

Abstract

English language teaching is considered a strategic role in Vietnamese high schools. English is a compulsory subject in almost all high schools. However, various factors can impede teachers' English teaching. Helping teachers to deeply understand those factors is certainly of vital importance. Therefore, the aim of this study is to discover the factors that affect the teaching of English at three high schools in Ho Chi Minh City, Vietnam. The participants of the study were 33 Vietnamese English teachers. Quantitative and qualitative data were gathered via questionnaire surveys and semi-structured interviews. Descriptive statistics and content analysis were used to analyze the data. The ANOVA analysis was employed to assess whether there are some differences in teachers' perceptions of factors affecting their English teaching. The results of the study revealed that student-related factors, teacher-related factors, and environment-related factors had a significant influence on the teachers’ teaching of English in their classrooms, and that the teachers’ perceptions of the factors affecting their teaching had no statistically significant difference. Last but not least, several recommendations were made for the stakeholders with the aim of improving the quality of English teaching and learning at the context of study.