A comparison of learners' and teachers' attitudes toward communicative language teaching at two universities in Vietnam

Mai Ngoc, Khoi and Iwashita, Noriko (2012) A comparison of learners' and teachers' attitudes toward communicative language teaching at two universities in Vietnam. University of Sydney Papers in TESOL, 7 25-49.

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
Author Mai Ngoc, Khoi
Iwashita, Noriko
Title A comparison of learners' and teachers' attitudes toward communicative language teaching at two universities in Vietnam
Journal name University of Sydney Papers in TESOL
ISSN 1834-3198
1834-4712
Publication date 2012-06
Sub-type Article (original research)
Volume 7
Start page 25
End page 49
Total pages 25
Place of publication Sydney, NSW, Australia
Publisher University of Sydney Faculty of Education and Social Work
Collection year 2013
Language eng
Abstract This study compares Vietnamese learners’ and teachers’ attitudes towards Communicative Language Teaching (CLT) in terms of four factors: grammar instruction, error correction, group and pair work, and teachers’ role. A questionnaire was administered to 37 teachers and 88 university pre-intermediate to intermediate learners of English in Vietnam, and their responses were compared. The results show that both groups held favorable attitudes towards CLT, but that teacher participants had more positive attitudes than learner participants for all the factors, except group and pair work. The participants’ favorable attitudes were taken to indicate positive signals for the implementation of CLT in the Vietnamese context, since its core tenets, learnercenteredness and learner autonomy, appear to be accepted in the context of this study. However, the study also indicated that for CLT to be implemented successfully, it is important to consult learners in order to establish a match between teachers’ and learners’ views. Since both learners and teachers are major stakeholders in CLT, learners’ voices need to be heard before effective pedagogical decisions can be made.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Languages and Cultures Publications
 
Versions
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Created: Tue, 09 Apr 2013, 08:36:33 EST by Ms Katrina Hume on behalf of School of Languages and Cultures