Journal of Academic Research in Education and Review
International Journal of Academic Research in Education and Review
Vol. 3(1), pp. 7-19. January, 2015.
Full Length Research
Vietnamese Students’ Perception of English Teacher Qualities: Implications for Teacher Professional Development
Tran Le Huu Nghia
Melbourne Centre for the Study of Higher Education (CSHE), 715 Swanston Street, The University of Melbourne, Parkville 3010 VIC Australia. Email: firstname.lastname@example.org or email@example.com, phone number (61)0404271890
Accepted 23 January 2015
This mixed-method study sought to identify
the qualities of English teachers that Vietnamese students perceived to
enhance their English learning in the informal education sector.
Interviews and surveys were used to collect qualitative and quantitative
data from English learners at nine cities in the South of Vietnam.
Students reported 12 qualities perceived as significant factors that
influenced their learning. English competence, teaching methods and
socio-affective skills were perceived to be the most important teacher
qualities by all students. In addition, teachers’ knowledge of cultures
of English-speaking countries and of Vietnam and the ability to apply
information technology into teaching were recognized to affect students’
learning, although they were not rated as highly as the other qualities.
The study also found that students appeared to demand teachers to
conduct their teaching and behave professionally in the class probably
because in the informal education sector they were aware of their role
as customers, not solely students. Therefore, it is recommended that
English teachers in the informal education sector need to continuously
improve their qualities and adapt to students’ various learning needs to
facilitate their students-as-customers’ learning.
Cite This Article As: Nghia TLH (2015). Vietnamese Students’ Perception of English Teacher Qualities: Implications for Teacher Professional Development. Inter. J. Acad. Res. Educ. Rev. 3(1): 7-19.