Reflective teaching practices among EFL teachers: Insights from MA TESOL students in Vietnam

Truc Thanh Trang; Huong Thi Pham

doi:10.65956/late.2026.50

Authors

Truc Thanh Trang Corresponding author email: tructt.238t@ou.edu.vn Ho Chi Minh City Open University https://orcid.org/0009-0005-8618-0122
Huong Thi Pham University of Economics Ho Chi Minh City https://orcid.org/0000-0002-1525-7998

DOI:

https://doi.org/10.65956/late.2026.50

Keywords:

EFL teachers, MA TESOL students, reflective teaching practices, Vietnam

Abstract

Reflective Teaching Practices (RTPs) play a crucial role in educational development, encouraging teachers to actively reflect on their teaching methods to address in-class challenges for improved academic outcomes. This convergent mixed-methods study aims to investigate RTPs among MA TESOL students enrolled in a postgraduate programme at a university in Ho Chi Minh City, Vietnam. This study applied a convergent mixed-methods research design, with a survey of 63 MA students and semi-structured interviews with 10 participants. The survey’s findings indicate that participants engage in RTPs at a highly moderate level. The most frequent reflection is meta-cognitive, and the least frequent one is critical. Interview findings show that participants frequently reflected on informal post-class reflections, collegial collaboration, self-evaluation, and learners’ understandings. Yet, critical, research-based, or theory-informed practices were absent, leading to insignificant transformation in real-world classrooms. Also, the interview data reveal certain differences between the two groups of teachers: mainstream teachers and private tutors in how they employed reflective practices. The differences may be attributed to their work environments. Based on the results of this study, this study suggests the necessity for teachers to go beyond informal and spontaneous reflections and implement more formalized and critical RTPs through theoretical and research engagement or a structured reflective framework.

Author Biographies

Truc Thanh Trang, Ho Chi Minh City Open University

Truc Thanh Trang is a freelance teacher, working as a language instructor at a language center located in Ho Chi Minh City. With 15 years of experience as a senior English teacher, she has developed all stages of English proficiency for a wide range of learners, from children to adults. Her research aims to ensure the provision of valuable support to all learners.
Huong Thi Pham, University of Economics Ho Chi Minh City

Associate Professor Huong Thi Pham is a lecturer at University of Economics Ho Chi Minh City. Her research orientations are Educational Accreditation, Measurement and Evaluation, Educational Quality Assurance, and Curriculum Development. These fields play a crucial role in developing modern education excellence. Her extensive career includes conducting various national and ministerial-level research projects, with a significant focus on higher education policy and assessment.

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