Articles

This study critically analyzes the employment practices of English language schools in Vietnam, including their selection criteria, recruitment processes, and the challenges they present, as well as their impact on educational quality. According to statistics from 18 centers nationwide, the findings are that all the centers require candidates to possess IELTS or TESOL certification, 75% prefer candidates with at least a Bachelor’s degree, and 85% prefer native English speakers. Formal interviews (used by 90% of the centers), teaching demonstrations (70%), and written examinations (50%) are standard tools used for selection. Large-scale concerns identified during the recruitment process include difficulties in recruiting highly qualified native speakers (90%), evaluating teaching capability effectively (65%), and navigating complex visa requirements (85%). Statistical methods, such as ANOVA, Chi-square tests, and Pearson correlation, were employed to determine the relationships between institution size, location, and program type, as well as recruitment preferences and issues. Findings show that centers with higher staff are more likely to prefer in-house speakers, city centers experience more visa-related problems, and programs that offer special studies are more selective in their hiring practices. The study emphasizes the need for tighter regulatory directions and more equitable recruitment processes to ensure improved English language teaching (ELT) quality in Vietnam. The study also recommends future research on the connection between recruitment policies and pedagogical quality.

This action research investigated the effectiveness of Problembased learning (PBL) in enhancing students’ competency-based question handling skills in the unique context of Yebilaptsa Middle Secondary School. This study employed a quasi-experiment mixed-methods design, incorporating pre-tests, post-tests, and student interviews to examine the impact of PBL on students’ abilities to comprehend and respond to competency-based questions. A total of 48 grade ten students participated in this study, with 24 students assigned to the experimental group (EG) and 24 to the control group (CG). The findings revealed that despite an initial lack of significant differences in pre-test scores (p = .679) between the CG and EG, the PBL strategy can led to statistically significant (p = .001) improvements in the EG. Similarly, the qualitative findings also supported quantitative findings, highlighting the value of PBL in encouraging greater comprehension, teamwork, and long-term memory of information. While the study provides valuable information into the potential of PBL in addressing students’ challenges with competency-based questions, the study admits its limitations, including the small sample size and single-site focus. Nevertheless, the study adds to the discourse on studentcentered learning strategies and provides foundations for continued further research on PBL in a range of educational contexts. This AR concludes with implications and recommendations for future studies.

Global citizenship and competences certificate was a course provided by Education New Zealand to improve EFL teachers’ understanding and awareness of intercultural communication competencies (ICC). The course was conducted and delivered online both asynchronously and synchronously with the support of platforms, computers, and the Internet. This present article aimed to investigate how that course could enhance or hinder EFL teachers’ intercultural communication competences (ICC) from their perspectives. A total of 29 EFL teachers who came from four different countries (i.e., Vietnam, New Zealand, Thailand, and Japan) participated in the semi-structured interviews to share their perceptions regarding ICC. The interview data was analyzed thematically. As a result, the findings revealed that the teachers had unforgetable experience in terms of ICC. They had much better awareness and understanding of ICC and its components. Besides, they believed that what had been vague about ICC before was clarified when they had chances to read materials, watch videos, and more importantly discuss issues with the facilitators and the international and national peers. More interestingly, what they highly valued from the course was the informal discussions about different personal, academic, and professional issues among people from different cultures. Moreover, the EFL teachers confirmed that the CALL course was an effective way for them to learn cultures, connect with the world, and develop learning communities. Finally, those teachers hoped to integrate the content learnt from the course and the way the course was delivered into their own EFL teaching although they identified several challenges such as their learners’ proficiency, the packed schedule from the curriculum, and the facilities.

The Bangladesh education system is undergoing a transformational phase with the introduction of the National Curriculum 2022 (NC 2022). This research investigated teachers’ motivation to implement the NC 2022 in Dhaka city, focusing on its alignment with student development, suitability for the Bangladeshi context, and implementation challenges. This study used semi-structured interviews with fourteen grade 6 and 7 teachers from public and private secondary schools in Dhaka city, each having over five years of teaching experience and training in the new curriculum. The research explored teacher views through the lens of Everett Roger’s Diffusion of Innovation and Hertzberg’s two-factor theory, considering motivator and hygiene factors influencing implementation. Teachers recognized the curriculum’s potential for skill development and global adaptation but highlighted practical challenges, including resource constraints, heavy workload, and classroom environment issues. They also expressed concerns about the implementation procedures and economic struggles affecting their motivation. Despite perceived positive impacts on student involvement and analytical thinking, challenges such as large class sizes hindered willingness to contribute. Teachers emphasized the importance of school readiness and infrastructural improvements for successful implementation of the new curriculum. This study emphasizes the need for policy and administrative adaptations to ensure the effective implementation of NC 2022.