EFL Teachers’ Perceptions of the Implementation of Active Learning in Reading Classroom

Abstract

In recent years, scholars and educators of the English language have shown a lot of interest in the active learning approach. Although a few studies have been conducted on teachers' perceptions and practices of active learning in classrooms, few studies have been conducted in Vietnamese contexts on teachers' perceptions and practices of the function of active learning in reading classrooms. Due to that gap, the current study was conducted to investigate teachers' perceptions regarding active learning techniques used in reading classrooms and the role active learning plays in reading instructions. The paper conducted a descriptive study in order to identify the active learning approaches employed by EFL teachers in reading classrooms at private language centers and investigates their perspectives on the role of active learning in reading instruction. The questionnaire and semi-structured interviews were used to collect data from two sources. The participants were twenty-six teachers of English as a foreign language (EFL) from the province of Vinh Long. The result reveals that the participants had a favorable view of the role of active learning. In particular, they felt that active learning allows students to improve their critical thinking and reading comprehension, as well as teamwork, interpersonal skills, and problem-solving abilities. These findings have a number of educational implications.

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