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EFL teachers' perceptions of distance teaching: an explanatory case study at an open university in Vietnam
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EFL teachers' perceptions of distance teaching: an explanatory case study at an open university in Vietnam
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Journal Article
EFL teachers' perceptions of distance teaching: an explanatory case study at an open university in Vietnam
2025
Overview
The advancements in technology offer great opportunities for education from distance. The adoption of distance learning in English as a Foreign Language (EFL) has experienced fast-paced development in the Vietnamese context. However, little has been known about teachers' perceptions regarding EFL distance teaching (DT). This case study explores this aspect in an Open university in Viet Nam. An explanatory sequential mixed-method design was employed to collect data from 35 EFL DT teachers. The quantitative data from the questionnaire were analyzed by SPSS version 20.0 while the qualitative data from the semi-structured interviews were codified thematically. The research findings revealed the perceptions of teachers regarding the advantages and challenges of DT offering for students and teachers. Besides, how teachers perceived the university policies of DT was also discussed. Drawn from our findings, this study provides pedagogical implications to enhance DT pedagogy and learning practice, as well as valuable recommendations for improved quality of EFL DT in Viet Nam and wider contexts.
This study focuses on the EFL teachers' perceptions of Distance Teaching (DT), including its advantages, challenges and underlying reasons, in a Vietnamese Open University context. The results showed that DT provides flexible scheduling, benefiting students with busy schedules. The participants also expressed varied views on the policies of the university, emphasizing its roles and efforts in enhancing a variety of facets that contribute to the better quality of DT. Besides, prioritizing professional development and academic integrity is important for teachers of DT, and healthcare provisions for teachers should be carefully considered by the university. These implications contribute to the overall improvement of DT practices and delivery in the EFL context at this open university, and hopefully in other DT institutions as well.
Publisher
Cogent,Taylor & Francis Group
