NAVIGATING TASK SELECTION: STRATEGIES AND CHALLENGES FOR VIETNAMESE EFL LECTURERS IN MIXED-LEVEL CLASSES

Abstract

In recent years, the increasing diversity of learner proficiency levels has posed new demands on language teaching in higher education. This study investigates the strategies employed and challenges encountered by Vietnamese English as a Foreign Language (EFL) lecturers in selecting tasks for mixed-level classes. Grounded in Differentiated Instruction (DI), Sociocultural Theory (SCT), and Activity Theory (AT), this qualitative research draws on data from semi-structured interviews with eight lecturers at a Vietnamese university. The findings reveal that lecturers utilize a range of strategies, including task adaptation (e.g., tiered tasks, task-based differentiation, and authentic task design), scaffolding techniques, spaced repetition, vocabulary recycling, communication and interactional strategies, and input modification. These strategies reflect lecturers’ adaptability and commitment to addressing learner diversity. However, the study also identifies several challenges associated with task selection. These challenges are categorized into three main groups: contextual (e.g., time constraints, curriculum limitations, and student proficiency gaps), teacher-related (e.g., limited expertise in evaluating and adapting materials, preparation time, and concerns about fairness), and student-related (e.g., motivation, autonomy, and reliance on artificial intelligence (AI) tools). These findings underscore the complexity of task selection in mixed-level contexts and the need for sustained support for lecturers in navigating these challenges. This research contributes to a deeper understanding of task selection practices in Vietnamese EFL settings and offers implications for teacher development, curriculum design, and future research in mixed-level instruction.