Factors Affecting English Language Teaching and Learning in Higher Education

Hong Thi Nguyen, Wendy Warren, Heather Fehring

Abstract


This paper reports part of a study that aims to explore factors affecting the efficacy of non-major English teaching and learning in Vietnamese higher education through an investigation of classroom practices. Eight non-participant class observations were conducted at HUTECH University, Ho Chi Minh City, Vietnam. The study’s findings show that many factors hinder the quality of English teaching and learning: uninteresting teaching style; insufficient time for communicative activities; grammar-driven teaching; unreasonable time-management; unclear instructions; large class sizes; teachers’ limited ability in classroom organization; unequal students’ English levels; inadequate lesson preparation; teachers’ limited use of teaching aids and technology; and students’ lack of confidence in using oral English in class activities. Based on these results, recommendations are given to improve the quality of non-major English teaching and learning, at HUTECH University in particular and in Vietnamese higher education in general.


Full Text: PDF DOI: 10.5539/elt.v7n8p94

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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