Degree Name

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.



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.