LEARNER PERCEPTIONS OF TEACHER–STUDENT INTERACTION AND ITS IMPACT ON SPEAKING DEVELOPMENT IN VIETNAMESE EFL CLASSROOMS

Vũ Yến Nhi

  • Vũ Yến Nhi
Từ khóa: Teacher-student interaction, learner perceptions, EFL speaking, willingness to communicate, interaction-based instruction, Vietnamese language centers, affective factors

Tóm tắt

This study examines how students at private language centers perceive their interactions with teachers during speaking activities in Vietnamese EFL classes. Drawing on data from 150 learners through surveys and open-ended answers, the research determines which speaking activities are viewed as most interactive, the factors influencing learners’ willingness to interact, and strategies to promote interaction. The results indicate that students regarded “Discussion and Debate,” “Individual Presentation,” and “Information Gap” as the most interactive, with the primary drivers being topic familiarity, teacher feedback, and friendliness. Negative teacher behavior and the fear of making mistakes were cited as common hurdles.

Citation this article (Vu, 2025)

Vu, Y. N. (2025). LEARNER PERCEPTIONS OF TEACHER-STUDENT INTERACTION AND ITS IMPACT ON SPEAKING DEVELOPMENT IN VIETNAMESE EFL CLASSROOMS. Hoa Sen University Journal of Science, (10), 63–77. https://vjol.info.vn/index.php/dhs/article/view/130658/107270

điểm /   đánh giá
In ra
Tập. 10 Số. 10 (2025): Tạp chí Khoa học Trường Đại học Hoa Sen
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