EXPLORING THE IMPACT OF PROFESSIONAL DEVELOPMENT ON IN-SERVICE EFL TEACHERS IN ECONOMICALLY DISADVANTAGED PROVINCES IN VIETNAM

Abstract

In recent years, the impact of teacher training programs has become a major focus in English as a Foreign Language (EFL) education, especially in Vietnam, where it plays a key role in improving teaching quality and student learning. However, little research has looked at how in-service training programs affect EFL teachers in Vietnam’s economically disadvantaged provinces. This leaves a gap in understanding how these programs work in schools with fewer resources. This mixed-method study explores the impact of professional development under the National Foreign Language Project (NFLP) 2017 - 2025 for in-service EFL teachers in these areas. It examines teacher satisfaction, what they learned, and how they applied new knowledge and skills in their classrooms. An analysis of quantitative data from 121 online questionnaire respondents and written qualitative data from six respondents revealed that teachers were highly satisfied with the training’s practical focus and expert instructors, though scheduling was a challenge. Key learning areas included lesson planning, technology use, and assessment, with emphasis on critical thinking and translanguaging. Teachers applied new skills in different ways, adjusting to their school’s needs. Low student proficiency and limited resources affected their confidence and ability to use new methods. This study provides useful insights for program developers, teacher trainers, and policymakers to improve future training efforts. It also lays the foundation for more research on teacher training in Vietnam’s under-resourced areas.