Vietnam has been witnessing many changes in learning language, and the National Foreign Language 2020 project is the latest breakthrough that delves into brand-new advances to improve effectively the quality of English language learning and teaching across all school levels in Vietnam. After nine years, this innovation has attracted considerable public attention and feedback from those concerned. On November 16, 2016, Mr. Phung Xuan Nha - Minister of Education and Training - admitted that the National Foreign Language scheme for the 2008-2020 periods had failed. However, there is no debate on why the project could not be completed within the defined period. This paper aims to discuss how it has failed by analysing the Vietnam national high school graduation examination results from Ho Chi Minh City’s high schools as a case study. In addition, it incorporates findings from an observation of 3 English classes in Dao Son Tay High School that was conducted to provide first-hand evidence for this discussion. Through the analysis and observation, the study finds major obstacles that affect students’ performance: the misuse of L1 in class, the unbalanced teaching time for 4 language skills, the lack of teacher – student interactions and the shortage of English teaching equipment. It then concludes that there are still uneven in teachers’ ability as well as teaching environments among schools. Moreover, the design of teachers’ lesson plan is still in an un-improved way.
Thuong Nguyen, National Chengchi University, Taiwan
Stream: Student Learning, Learner Experiences and Learner Diversity
This paper is part of the ACEID2017 Conference Proceedings (View)
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