Supporting and managing EFL students' online learning in Vietnamese blended learning environments

Thi Nguyet Le
University of People's Security, Vietnam
Nicola F. Johnson
Edith Cowan University, Australia

It is well-known that blended learning (BL) makes use of the advantages of both face-to-face learning and online learning and can take many different forms. However, for English as a foreign language (EFL) lecturers in Vietnamese universities, BL is still in its early stages of implementation on which this article is focused. This study examined Vietnamese university lecturers' perspectives of supporting and managing EFL students' online learning in BL environments, using semi-structured interviews with 20 EFL lecturers from 10 different Vietnamese universities. The results reveal EFL lecturers implemented five combinations of online and face-to-face learning, of which two were widely used. Due to different university-based policies and varied teaching experience, EFL lecturers in these Vietnamese universities applied three sets of strategies to support and manage students' online learning in BL environments. Some implications for consideration are proposed for improving EFL lecturers' implementations of online learning and BL in Vietnamese universities.
[ PDF full text for this article ]

Authors: Dr Thi Nguyet Le obtained her PhD in the School of Education, Edith Cowan University, Australia. She has been a lecturer in English language at University of People's Security, Vietnam for 19 years. Her research focuses on blended learning and TESOL methodology. ORCID: https://orcid.org/0000-0001-7980-3479 Email: nguyetthile.1980@gmail.com Dr Nicola F. Johnson is an associate professor of digital technologies in education and Associate Dean (Research) in the School of Education at Edith Cowan University, Australia. ORCID: https://orcid.org/0000-0001-7875-3027 Email: nf.johnson@ecu.edu.au Please cite as: Le, T. N. & Johnson, N. F. (2022). Supporting and managing EFL students' online learning in Vietnamese blended learning environments. Issues in Educational Research, 32(3), 1001-1019. http://www.iier.org.au/iier32/le.pdf