VIETNAMESE EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF THE ROLES OF THE TEACHER IN PROMOTING LEARNER ENGAGEMENT IN LANGUAGE CLASSROOMS

Abstract

Engaging learners in learning is a vital prerequisite for effective learning. There have been several studies investigating various aspects of learner engagement in English as a Foreign Language (EFL) classrooms in Vietnam. However, there has been little research on exploring the perceptions of EFL teachers regarding their roles in promoting learner engagement, particularly among Vietnamese EFL pre-service teachers. This study, therefore, aims to investigate Vietnamese EFL pre-service teachers’ perceptions of the role of the teacher in promoting learner engagement in a Vietnamese teaching context. The study employed a descriptive, quantitative approach to explore the perception of 104 Vietnamese EFL pre-service teachers, who have been studying at a university in the Mekong Delta of Vietnam. The results show that pre-service teachers highly perceive their emotional, cognitive, and behavioral roles in promoting learner engagement. By examining their perspectives, this study aims to contribute to the field of foreign language education and to enhance the quality of EFL teacher training programs. The findings of this study can help pre-service teachers update their knowledge and understanding of their role in promoting learner engagement, and can provide valuable insights for EFL educators and curriculum developers to improve their teaching practices and create a more engaging learning environment for their learners.