Responses to a Language Policy: EFL Teachers’ Voices

Abstract

This present study investigates in-service EFL Vietnamese teachers’ responses to the government language proficiency requirements imposed on them. The study adopts a language proficiency self-assessment survey and semi-structured interviews with respectively 350 and 44 participants. The data analysis generates a matrix of interrelated challenges underlying the teachers’ dilemma in the participant’s English proficiency development. The interwoven challenges demand for a holistic approach with better collaboration among different forces across levels to draft meaningful and long term supporting plans in this context. The analysis also shows the participants all longed for a more appropriate support framework to improve their English language proficiency while acknowledging they are competent to execute their teaching practices.