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[PE202583] MAINTAINING ENGLISH LANGUAGE PROFICIENCY: THE CASE OF UPPER SECONDARY SCHOOL TEACHERS IN THE CENTRAL HIGHLAND OF VIETNAM -42%

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This study investigates the Central Highland EFL teachers’ language proficiency maintenance since they finished the formal training workshops held by authorized universities. EFL teachers’ perceptions of the necessity and effectiveness of the national large-scale English language proficiency training to their teaching was explored.

TOEIC - IELTS - TOEFL
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18/03/2025
hotrodoan.vn_Luận án nghiên cứu.pdf
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Generally, the findings of the study have indicated that EFL teachers had positive perceptions of the necessity and significance of LP training for their LP development and maintenance. About 90% of the teachers whose English language knowledge and skills, and level of proficiency were well improved after the LP training are more likely to contribute to improve teachers’ teaching practices and students’ learning English quality. The findings have confirmed the essential role of training for in-service EFL teachers and again indicate that PD of EFL teachers should be congruent with the opportunities to be trained to sustain their LP because for them, general English competency is not enough to become good teachers of English (Pham, 2018). 
The findings of the study show a strong positive relationship between teachers’ perceptions and their practices. After leaving the formal training workshops, they perceived LP improvement, changes in their teaching practices, their positive perceptions of the necessity of maintaining the achieved level of proficiency, and made efforts to maintain the achieved level of proficiency. The teachers’ positive perceptions of the importance of maintaining the achieved level of proficiency was found to be an advantage and key factors contributing to their LP development and maintenance since changes in teaching practice can only take place when teachers perceive them possible (Van den Branden, 2009).
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