The conceptualisation and implementation of the learner-centred approach to TESOL at tertiary level in Vietnam: a case study
This study investigates teachers’ conceptualisation and implementation of a learner-centred approach to TESOL in Vietnam.The study was conducted as an instrumental single-site case study at an English faculty of a public/national university, involving three data collection methods: questionnaires, i...
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
Curtin University
2014
|
| Online Access: | http://hdl.handle.net/20.500.11937/406 |
| _version_ | 1848743369212166144 |
|---|---|
| author | Chu, Thi Le Hoang |
| author_facet | Chu, Thi Le Hoang |
| author_sort | Chu, Thi Le Hoang |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This study investigates teachers’ conceptualisation and implementation of a learner-centred approach to TESOL in Vietnam.The study was conducted as an instrumental single-site case study at an English faculty of a public/national university, involving three data collection methods: questionnaires, interviews and classroom observations.The findings of the study reveal a complex interrelationship amongst teachers’ beliefs and practices and their teaching context, which has important ramifications for TESOL at tertiary level in Vietnam. |
| first_indexed | 2025-11-14T05:44:28Z |
| format | Thesis |
| id | curtin-20.500.11937-406 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:44:28Z |
| publishDate | 2014 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-4062017-02-20T06:41:19Z The conceptualisation and implementation of the learner-centred approach to TESOL at tertiary level in Vietnam: a case study Chu, Thi Le Hoang This study investigates teachers’ conceptualisation and implementation of a learner-centred approach to TESOL in Vietnam.The study was conducted as an instrumental single-site case study at an English faculty of a public/national university, involving three data collection methods: questionnaires, interviews and classroom observations.The findings of the study reveal a complex interrelationship amongst teachers’ beliefs and practices and their teaching context, which has important ramifications for TESOL at tertiary level in Vietnam. 2014 Thesis http://hdl.handle.net/20.500.11937/406 en Curtin University fulltext |
| spellingShingle | Chu, Thi Le Hoang The conceptualisation and implementation of the learner-centred approach to TESOL at tertiary level in Vietnam: a case study |
| title | The conceptualisation and implementation of the learner-centred approach to TESOL at tertiary level in Vietnam: a case study |
| title_full | The conceptualisation and implementation of the learner-centred approach to TESOL at tertiary level in Vietnam: a case study |
| title_fullStr | The conceptualisation and implementation of the learner-centred approach to TESOL at tertiary level in Vietnam: a case study |
| title_full_unstemmed | The conceptualisation and implementation of the learner-centred approach to TESOL at tertiary level in Vietnam: a case study |
| title_short | The conceptualisation and implementation of the learner-centred approach to TESOL at tertiary level in Vietnam: a case study |
| title_sort | conceptualisation and implementation of the learner-centred approach to tesol at tertiary level in vietnam: a case study |
| url | http://hdl.handle.net/20.500.11937/406 |