FROM TOVLI’S (2014) MODEL TO A CONTEXTUALIZED ENGLISH BOOK-CLUB FRAMEWORK FOR VIETNAMESE SECONDARY SCHOOLS: A CONCEPTUAL ANALYSIS AND ADAPTATION PROPOSAL

Abstract

Reading in English at Vietnamese secondary schools remains exam-oriented and lacks interaction, personal response, and reading culture. Although book club models particularly Tovli’s (2014) have proven effective worldwide, their applicability in Vietnam has not been sufficiently examined. This article aims to (1) examine how Tovli’s (2014) book club model can be applied in Vietnamese secondary schools, and (2) identify the adaptations required to make the model contextually appropriate. Using document analysis and conceptual comparison, the study synthesizes theoretical foundations, evaluates core components of the original model, and analyzes contextual constraints that influence transferability. A localized five-stage framework is proposed: warm-up, guided reading, discussion, creative response, and follow-up reading at home. The study provides a theoretically grounded and practical reference to support schools and English teachers in developing sustainable reading clubs that foster reading habits, learner autonomy, and communicative competence.