[1] Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
[2] Badoni, R. P. & Vu, H. (2024). Examining the Integration of ICT Tools in English Language Teaching: Comparative Analysis of High School Teachers’ Practices in India and Vietnam. IOSR Journal of Humanities and Social Science, 29(10), 16-27.
[3] Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001 002100000512 A/17/V8/I1/A02/
[4] Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/ S0261444803001903
[5] Bui, G., Nguyen, H. T. M., & Cole, S. (2017). Professional development for teachers in culturally diverse schools: A case study in Vietnam. International Education Journal: Comparative Perspectives, 16(1), 29-42.
[6] Bui, L. D., & Newton, J. (2022). Developing task based lessons from PPP lessons: A case of primary English textbooks in Vietnam. RELC Journal, 53(1), 203–215. https://doi.org/10.1177/00336882 20912040
[7] Bui, T. M. (2012). Using authentic materials in the Vietnamese EFL classrooms: Attitudes and perceived challenges. Journal of Language Teaching and Research, 3(6), 1134-1142. https:// doi.org/10.4304/jltr.3.6.1134-1142
[8] Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
[9] Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. https://doi.org/10.1093/applin/1.1.1
[10] Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the Crossfire. Bilingual Research Journal, 25(3). 405-412. http://dx.doi.or g/10.1080/15235882.2001.10162800
[11] Damasio, A. R. (1994). Descartes’ Error: Emotion, Reason, and the Human Brain. Putnam.
[12] Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. org/10.3102/0013189X08331140
[13] Duong, M. T. (2021). Vietnamese EFL teachers’ perceptions and practices of reflective teaching as a tool for professional development. REiLA Journal of Research and Innovation in Language, 3(3), 170-180. DOI: 10.31849/reila.v3i3.7961
[14] Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. The content based classroom: Perspectives on integrating language and content, 5-21.
[15] Guskey, T. R. (2000). Evaluating professional development. Corwin Press.
[16] Ha, V. X. & Murray, J. (2023). Corrective feedback: beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research, 27(1), 137 167. https://doi.org/10.1177/1362168820931897
[17] Ha, X. V. & Murray, J. C. (2021). The impact of a professional development program on EFL teachers’ beliefs about corrective feedback. System, 96, 102405. https://doi.org/10.1016/j. systeM.2020.102405
[18] Ha, X. V., Tran, N. G., & Tran, N. H. (2021). Teachers’ Beliefs and Practices Regarding Assessment in English as a Foreign Language Classrooms in Vietnam. The Qualitative Report, 26(11), 3457-3475. https://doi.org/10.46743/2160 3715/2021.5063
[19] Hoang, V. P. (2021). Institutional support for EFL teacher professional development in Vietnam. Journal of English Language Teaching and Learning, 15(3), 34-49.
[20] Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional Development in Education, 37(2), 177-179.
[21] Huynh, N. M. K., Pham, T. T. N., & Tan, C. K. (2018). ICT use of teachers in teaching English in Vietnam. Journal of Information System and Technology Management. 3(9), 39-49.
[22] Huynh, T. M. D. (2018). Vấn đề chiêm nghiệm của giảng viên trong giảng dạy tiếng Anh. Tạp chí Nghiên cứu khoa học và Phát triển kinh tế, Trường Đại học Tây Đô. 04: 57-66
[23] Le, P. H. H. & Ho, T. T. C. (2022). A study on professional development needs of efl teachers at some upper secondary schools in the central area of vietnam. Hue University Journal of Science: Social Sciences and Humanities, 131(6C), 5-19.
[24] Le, Q. A. (2020). The impact of digital technology on EFL teacher professional development. Innovations in Language Learning and Teaching, 14(5), 410 426.
[25] Le, Q. V. (2018). Teacher professional development in Vietnam: A focus on English language teaching. Language Education in Asia, 9(1), 20-35.
[26] Le, V. C. (2017). Implementing formative assessment in English language teaching in Vietnam: The paradox of policy and practice. Language Testing in Asia, 7(1). https://doi.org/10.1186/s40468-017 0034-8
[27] Le, V. C., & Nguyen, T. M. H. (2014). Blended learning – The way ahead in English language teaching in Vietnam. Language Education in Asia, 5(2), 233 245. https://doi.org/10.5746/LEiA/14/V5/I2/A09/ Le_Nguyen
[28] Le, X. M., (2020). EFL lecturers’ needs for professional development: A case study of an institution in the Mekong Delta. Can Tho University Journal of Science. 12(3): 7-16.
[29] Neisser, U. (1967). Cognitive Psychology. Appleton Century-Crofts.
[30] Nguyen, H. T. M. (2015). Implementing a student centred learning approach at Vietnamese higher education institutions: Barriers under layers of casual layered analysis (CLA). Journal of Futures Studies, 20(1), 21-38.
[31] Nguyen, H. T. M. (2017). English language education reform in Vietnam: Insights from policy implementation. Language Policy, 16(1), 85-105.
[32] Nguyen, M. H. (2011). Learning to communicate in a globalized world: To what extent do school textbooks facilitate the development of intercultural pragmatic competence? Relc Journal, 42(1), 17-30. https://doi.org/10.1177/0033688210390265
[33] Nguyen, T. D. (2022). EFL Teachers’ integration of ICT to teach English as a Foreign Language in a private university. Global Scientific Journal, 10(8), 1709 1713.
[34] Nguyen, T. H. L. (2021). Teachers’ Perception of ICT Integration in English Language Teaching at Vietnamese Tertiary Level . European Journal of Contemporary Education, 10(3): 697-710. DOI: 10.13187/ejced.2021.3.697
[35] Nguyen, T. H., & Pham, H. H. (2018). Impact of professional development on EFL teachers’ instructional practices: A case study in Vietnam. Journal of Language Teaching and Research, 9(4), 741-751.
[36] Nguyen, T. Y. X., Ha, V. X., & Tran, N. H. (2022). Vietnamese Primary School Teachers’ Needs for Professional Development in Response to Curriculum Reform. Education Research International, 8. 1-8. https://doi. org/10.1155/2022/4585376
[37] Nguyen, V. L. (2020). Vietnamese EFL Teachers’ Beliefs and Practices of Alternative Assessment in Teaching English at Secondary School. Asian EFL Journal, 24 (2020), 31-57. https://www.asian efl-journal.com/main-editions-new/2020-main journals/volume-24-issue-2-march-2020/
[38] Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi. org/10.3102/00346543062003307
[39] Pham, H. H., & Doan, L. T. (2020). Implementing a new English curriculum in Vietnam: Teacher perspectives and practices. Journal of Language Teaching and Research, 11(3), 432-441.
[40] Pham, H., & Ho, T. (2022). Workshop-based professional development for EFL teachers: A case study in Vietnam. ELT Journal, 76(2), 233-244.
[41] Pham, L. H., & Hamid, M. O. (2019). Rethinking student self-assessment: A case study of Vietnamese higher education. Assessment & Evaluation in Higher Education, 44(7), 1084-1096. https://doi.org/10.10 80/02602938.2019.1570486
[42] Phan, N. T., & Hoang, T. T. (2017). Longitudinal study of changes in EFL teachers’ beliefs and practices in Vietnam. RELIEF Journal, 1(2), 1-18.
[43] Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
[44] Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
[45] Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions, and behaviour. Review of Educational Research, 51(4), 455-498. https://doi. org/10.3102/00346543051004455
[46] Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.Tran, G. N., Ha, X. V., & Tran, H. N. (2021). EFL reformed curriculum in Vietnam: An understanding of teachers’ cognitions and classroom practices. RELC Journal, 54(1), 166-182, http://doi. org/10.3102/0013189X015002004
[47] Tran, H. M., & Nguyen, T. T. (2020). Teacher beliefs and the implementation of task-based language teaching in Vietnamese high school classrooms. Asia-Pacific Education Researcher, 29(5), 419 432.
[48] Tran, T. T. (2013). Cooperative learning in Asian EFL classrooms: Theoretical and practical considerations. English Language Teaching, 6(4), 10-17. https://doi.org/10.5539/elt.v6n4p10
[49] Tran, T. T. (2018). Developing intercultural communicative competence in English as a foreign language: A focus on interaction. Language and Intercultural Communication, 18(1), 58-72. https:// doi.org/10.1080/14708477.2017.1400510
[50] Tran, T. T. (2019). The role of teachers in implementing curriculum reform in Vietnam. International Journal of Instruction, 12(2), 699-714.
[51] Tran, V. D., & Nguyen, P. M. (2015). Formative assessment in Vietnamese higher education: Teachers’ beliefs, practices, and challenges. Assessment & Evaluation in Higher Education, 40(5), 755-770. https://doi.org/10.1080/02602938. 2014.950623
[52] Truong, D. T., Dinh, H. V., Tran, N. H., & Nguyen, T. Q. A. (2021). The current status of teacher professional learning in the context of educational reform in Vietnam. Vietnam journal of educational sciences, 37, 48-53. https://doi.org/10.5281/zenodo.4730317
[53] Vu, N. T. T., & Burns, A. (2014). English language education innovation for the Vietnamese secondary school: The project 2020. In Le, V. C., & Le, T. Q. (Eds.), Innovation in English Language Teaching and Learning: The Case of East and Southeast Asia (pp. 109-129). Routledge.
[54] Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
[55] Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital divide. MIT Press.
[56] Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council.