INVESTIGATING VIETNAMESE EFL PRE-SERVICE TEACHERS' PERCEPTIONS OF CHALLENGES OF EXTRACURRICULAR ACTIVITIES IMPLEMENTATION IN HIGH SCHOOL

Abstract

This study investigates EFL pre-service teachers' attitudes regards introducing English extra-curricular activities (ECAs) into Vietnamese high schools and their impact on students' confidence and oral ability. ECAs include English clubs, speaking contests, and debates, offering students opportunities to practice their language skills in authentic, low-pressure environments. However, implementing these activities in high schools is not easy due to a number of factors such as limited resources, insufficient administrative support, inadequate teacher training, and time constraints due to an exam-focused curriculum. Data were collected using a quantitative research design through questionnaires filled out by pre-service teachers who majoring English Teacher Education at a university in Mekong Delta in Vietnam. The findings reveal that while pre-service teachers have aware of the significant benefits of ECAs in English language teaching, they often struggle to implement these activities effectively due to a variety of external constraints and insufficient preparation. This study addresses the institutional challenges that hinder the effective integration of ECAs in high school settings and provides practical recommendations for improving pre-service teacher preparation. Also, the insights from this research aim to contribute to policy and practice improvements in English Language Education in Vietnam.