VIETNAMESE EFL PRE-SERVICE TEACHERS’ PERCEPTIONS ON UTILIZING PREDICTING ACTIVITIES IN THE PRE-READING STAGE FOR HIGH SCHOOL ENGLISH TEACHING

Abstract

Studies have proved predicting activities to be effective in English lessons; however, there is no study in the Vietnamese context regarding this technique. Therefore, this qualitative study investigated Vietnamese English as a Foreign Language (EFL) preservice teachers’ perceptions of utilizing these activities in the pre-reading stage for high school English teaching. Eleven Vietnamese EFL pre-service teachers participated in semi-structured interviews and provided positive perceptions on their awareness, benefits and challenges of utilizing predicting activities in their English reading lessons. They also gave constructive suggestions for teachers to enhance this activity in their English reading lessons. Through the findings, Vietnamese EFL teachers can consider implementing these activities in their lessons, and lecturers and curriculum developers can adjust to improve the ELT curriculum and teacher training programs, enhancing predicting activities in high school English teaching.