Doctor of Philosophy
School of Education
The past few decades have witnessed an ever-growing expansion of research on teacher cognition - their knowledge and beliefs - and its relation to their teaching practice. However, teacher cognition about speaking skill instruction remains an under-researched area. In the Vietnamese context, while an increasing body of research has advanced our understanding of the role of EFL teachers’ cognitions in the implementation of the task-based language teaching curriculum in the high school context, research into university teachers’ knowledge, beliefs and practice remains to be minimal. Given the mounting socio-economic pressure for universities to produce English-competent graduates, an in-depth and systematic understanding of Vietnamese university teachers’ existing cognitions and practice in teaching speaking is long overdue.
Quan, Nguyen Hai, Speaking Pedagogy: Insights from Vietnamese EFL Teachers’ Cognitions and Classroom Practice, Doctor of Philosophy thesis, School of Education, University of Wollongong, 2018. https://ro.uow.edu.au/theses1/404
Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong.