Professional Development, Research and Pedagogical Competence on the English Language Proficiency of Foreign English Teachers in Vietnam
DOI:
https://doi.org/10.67903/ijroms0327Keywords:
Instructional Quality, Educator Effectiveness, Language Teaching Strategies, Workforce Capacity Building, Cross-Cultural Classroom ContextAbstract
Foreign English teachers in Vietnam play an important role in English language education, yet limited empirical evidence explains how professional development, research competence, and pedagogical competence relate to their English language proficiency. This study examined the relationships among these teacher competencies and determined their predictive effects on English language proficiency. A quantitative quasi-descriptive correlational and causal-comparative design was employed. Using stratified random and proportionate sampling, 140 foreign English teachers were selected from accessible English training centers across major provinces and cities in Vietnam. Data were collected through a validated and pilot-tested self-assessment questionnaire measuring professional development, research competence, and pedagogical competence, together with an adapted English language proficiency test. After obtaining the necessary permissions, the instruments were administered through an online survey platform. The data were analyzed using descriptive statistics, correlation, regression, and factor analysis, including structural equation modeling. The findings showed that pedagogical competence had the strongest positive relationship with and predictive effect on English language proficiency, while research competence and professional development demonstrated comparatively weaker direct effects. The structural model further identified pedagogical competence as the most significant predictor of English language proficiency among the variables examined. These findings suggest that although professional development and research competence remain important dimensions of teacher development, effective teaching strategies, classroom management, instructional planning, and other pedagogical skills are particularly important in supporting teachers' language proficiency. The study concludes that professional development programs for foreign English teachers should place greater emphasis on targeted pedagogical training while maintaining opportunities for research engagement and continuous professional learning. Such programs may contribute to strengthening teacher competencies and improving the quality of English language instruction in Vietnam.
References
Abdullah, A. M., & Wahid, H. (2022). Structural equation modelling (SEM) on teacher competencies test of Indonesian EFL senior high school teachers. Academia.edu. https://www.academia.edu/51984337
Abdullah, S., & Benjamin, I. S. (2019). Teachers’ perceptions on the explicit teaching of reading comprehension to learners with dyslexia: The importance of teacher training in ensuring quality delivery and instruction. Asia Pacific Journal of Developmental Differences, 6(2), 304–331. https://www.das.org.sg/wp-content/uploads/2023/10/APJDD-Vol6No2-2019-SERENA.pdf
Abella, J. Y., Cadorna, E. A., Taban, J. G., & Ramirez, L. V. (2024). An assessment of Filipino public school teachers’ research competence: A basis for an enhancement professional development programme. International Journal of Learning, Teaching and Educational Research, 23(12), 258–278. https://doi.org/10.26803/ijlter.23.12.14
Afdal, A., & Sukenti, D. (2024). Enhancing authentic assessment through pedagogical competence: Insights from Indonesian language teachers in Riau. AL-ISHLAH: Jurnal Pendidikan. (Article in press).
Akin-Sabuncu, S., & Calik, T. (2023). A structural equation model of teachers’ attitudes towards constructivist curriculum change. Education and Science, 48(3), 71–91. https://files.eric.ed.gov/fulltext/EJ1395207.pdf
Al Deaij, G. A. (2020). Proficiency and vocabulary levels of Saudi EFL teachers: Using a Vocabulary Levels Test (Master’s thesis, King Saud University). ERIC. https://files.eric.ed.gov/fulltext/ED610209.pdf
Alia, L. C., Magday, E. R. J., & Palompon, D. R. (2025). Development and validation of a cooperating teacher mentoring scale for student teachers. International Journal of Evaluation and Research in Education (IJERE), 14(3). https://ijere.iaescore.com/index.php/IJERE/article/view/31565
Alshumrani, H. A. (2024). Unveiling vocabulary teaching and learning beliefs of teachers and learners in an EFL context. Asian Pacific Journal of Second and Foreign Language Education, 9, Article 20. https://doi.org/10.1186/s40862-023-00242-0
Amirian, S. M. R. (2025). Understanding EFL teachers’ formative assessment literacy: Insights from a mixed methods study. Language Testing in Asia, 15, Article 25. https://doi.org/10.1186/s40468-025-00363-y
Andrade, M. S. (2009). The effects of English language proficiency on adjustment to university life. International Multilingual Research Journal, 3(1), 16–34. https://doi.org/10.1080/19313150802668249
Banegas, D., Pavese, A., Velázquez, A., & Vélez, S. M. (2013). Teacher professional development through collaborative action research: Impact on foreign English-language teaching and learning. Educational Action Research, 21(2), 185–201. https://doi.org/10.1080/09650792.2013.789717
Barrot, G. D., & Andal, E. Z. (2024). Teachers’ coaching-based leadership and work engagement as mediated by collaborative attitude. International Journal of Social Sciences, Humanities & Management Research, 3(5). https://doi.org/10.58806/ijsshmr.2024.v3i5n10
Blanche, P. (2018). Self-assessment of foreign language skills: Implications for teachers and researchers. RELC Journal, 19(1), 75–93. https://doi.org/10.1177/003368828801900105
Blanche, P., & Merino, B. J. (2019). Self-assessment of foreign-language skills: Implications for teachers and researchers. Language Learning, 39(3), 313–338. https://doi.org/10.1111/j.1467-1770.1989.tb00595.x
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903
Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358–388. https://doi.org/10.1093/applin/amp007
Brown, A. (2015). The non-native English-speaking EFL/ESL teacher’s self-image: An international survey. System, 22(3), 353–357. https://doi.org/10.1016/0346-251x(94)90021-3
Bryfonski, L. (2021). Training native and non-native English-speaking teachers: Task-based language teaching in Honduras. In Research on teaching and learning English in under-resourced contexts (pp. 15–30). Routledge. https://doi.org/10.4324/9781003057284
Bui, H. P. (2023). Vietnamese university EFL teachers’ and students’ beliefs and teachers’ practices regarding classroom assessment. Language Testing in Asia, 13, Article 10. https://doi.org/10.1186/s40468-023-00220-w
Cambridge English. (2025, May 7). High-level Cambridge English exam has positive impact on learning and teaching, new study. https://www.cambridgeenglish.org/news/view/high-level-cambridge-english-exam-has-positive-impact-on-learning-and-teaching-new-study/
Canonoy, R. E., & Napil, M. C. (2025). Language assessment literacy, self-efficacy, and work task motivation: A structural equation model on pedagogical competence of teachers in Filipino. Asian Journal of Advanced Research and Reports, 19(6), 461–477. https://doi.org/10.9734/ajarr/2025/v19i61067
Çubukçu, F. (2010). Student teachers’ perceptions of teacher competence and their attributions for success and failure in learning. The Journal of International Social Research, 3(10), 214–225. https://www.sosyalarastirmalar.com/articles/student-teachers-perceptions-of-teacher-competence-and-their-attributions-for-success-and-failure-in-learning.pdf
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society & Education, 7(3), 252–263. https://doi.org/10.25115/psye.v7i3.515
Dikilitaş, K., & Wyatt, M. (2018). Teachers engaging in action research: Challenges and achievements. Educational Action Research, 26(1), 29–44. https://doi.org/10.1080/09650792.2017.1332659
Dinh, V. T. H. (2023). EFL pre-service teachers’ beliefs about their English language proficiency and self-efficacy towards teaching English. VNU Journal of Foreign Studies, 39(1), 17–31. https://doi.org/10.25055/VNUJSFS.2023.01.03 . Note: The original file listed the author as "Van Thi Hong Dinh." The citation here follows a common APA approach for non-Western names.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65. https://doi.org/10.1080/0013188960380104
Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: A case study. System, 41(4), 1070–1082. https://doi.org/10.1016/j.system.2013.10.014
Farrell, T. S. C. (2019). Reflective practice in language education. Cambridge University Press. https://doi.org/10.1017/9781108684257
Ferguson, G. R. (2013). The language of instruction issue: Reality, aspiration and the wider context. In H. MacIlwraith (Ed.), Multilingual education in Africa: Lessons from the Juba Language-in-Education Conference (pp. 17–20). British Council.
Freeman, D., Katz, A., Gomez, P. G., & Burns, A. (2015). English-for-Teaching: Rethinking teacher proficiency in the classroom. ELT Journal, 69(2), 129–139. https://doi.org/10.1093/elt/ccu074
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417. https://doi.org/10.2307/3588114
Gacasan, A. W., & Oliva, E. R. A. (2022). A structural equation model of communicative competence in Filipino. EPRA International Journal of Multidisciplinary Research (IJMR), 8(2), 239–247. https://doi.org/10.36713/epra9603
Ghane, M. H., & Razmi, M. H. (2023). Exploring the effectiveness of native and non-native English teachers on EFL learners’ accuracy, fluency, and complexity in speaking. Education Research International, 2023, 1–8. https://doi.org/10.1155/2023/4011255
Ghasemboland, F., & Hashim, F. B. (2013). Teachers’ self-efficacy beliefs and their English language proficiency: A study of nonnative EFL teachers in selected language centers. Procedia – Social and Behavioral Sciences, 103, 890–899. https://doi.org/10.1016/j.sbspro.2013.10.411
Guillén Gámez, F. D., Ruiz Palmero, J., & Gómez García, M. (2024). Digital competences in research: Creativity and entrepreneurship as essential predictors for teacher training. Journal of Computers in Education, 11, 1263–1282. https://doi.org/10.1007/s40692-023-00299-3
Gutiérrez, C. P. (2022). Learning English from a critical, intercultural perspective: The journey of preservice language teachers. Profile: Issues in Teachers’ Professional Development, 24(2), 265–279. https://doi.org/10.15446/profile.v24n2.97040
Hanks, J. (2018). Supporting language teachers as they engage in research. In D. Xerri & C. Pioquinto (Eds.), Becoming research literate: Supporting teacher research in English language teaching (pp. 52–57). ETAS. https://doi.org/10.1093/elt/ccq074
Hermansyah, H. (2025). Teachers’ pedagogical competence toward students’ achievement in studying EFL at SMP IT Insan Cendekia Indonesia. International Journal of Humanities Education and Social Sciences, 5(1). https://doi.org/10.55227/ijhess.v5i1.1860
Hizam, S. M., Akter, H., Sentosa, I., & Ahmed, W. (2021). Digital competency of educators in the virtual learning environment: A structural equation modeling analysis. arXiv. https://arxiv.org/abs/2105.08927
Hung, N. T., & Hoang, N. H. (2022). High school EFL teachers’ action research: Evidence from Vietnam. VNU Journal of Science: Education Research, 38(4), 69–89. https://doi.org/10.25073/2588-1159/vnuer.4656
Imsa-arda, P., & Tangkiengsirisina, S. (2023). Language assessment literacy: Thai EFL lecturers’ language assessment knowledge, beliefs, and practices. PASAA, 66, 37–80. https://doi.org/10.58837/CHULA.PASAA.66.1.2
Insorio, A. O. (2024). Teachers’ research characteristics, competencies, motivation, and challenges: Basis for research manual. International Journal of Research in Education and Science (IJRES), 10(4), 799–825. https://doi.org/10.46328/ijres.3529
Karabenick, S. A., & Noda, P. A. C. (2004). Professional development implications of teachers’ beliefs and attitudes toward English language learners. Bilingual Research Journal, 28(1), 55–75. https://doi.org/10.1080/15235882.2004.10162612
Kiely, R. (2014). Connecting with teachers: The case for language teaching research in the social sciences. ELT Journal, 68(4), 442–450. https://doi.org/10.1093/elt/ccu041
Kubanyiova, M., & Crookes, G. (2016). Re-envisioning the roles, tasks, and contributions of language teachers in the multilingual era of language education research and practice. The Modern Language Journal, 100(S1), 117–132. https://doi.org/10.1111/modl.12304
Lap, T. Q., Nguyen, T. H. L., & Le, T. T. (2022). EFL teachers’ self-efficacy and classroom management: Perceptions, practices, and reflections on professional learning and development. European Journal of English Language Studies. https://www.ejels.com/efl-teachers-self-efficacy-and-classroom-management-perceptions-practices-and-reflections-on-professional-learning-and-development
Lap, T. Q., Vy, P. N. T., Tuan, L. C., Nga, N. H. H., & Tai, H. N. (2025). Sustaining pedagogical mentoring: Insights from English as a foreign language teachers’ experiences and needs. International Journal of Innovative Research and Scientific Studies, 8(2), 166–175. https://ijirss.com/index.php/ijirss/article/view/5135
Liu, Y. (2023). An exploration of EFL teachers’ assessment literacy and its enhancement. In Proceedings of the 2023 9th International Conference on Humanities and Social Science Research (ICHSSR 2023). Atlantis Press.
Luna, A. N., & Ballado, R. S. (2025). Perceived research competence of senior high school research teachers in the Division of Northern Samar. Asian Journal of Education and Social Studies, 51(7), 830–841. https://doi.org/10.9734/ajess/2025/v51i72172
Macaro, E. (2003). Second language teachers as second language classroom researchers. The Language Learning Journal, 27(1), 43–51. https://doi.org/10.1080/09571730385200071
Malmström, H., Pecorari, D., & Warnby, M. (2023). Teachers’ receptive and productive vocabulary sizes in English-medium instruction. Journal of Multilingual and Multicultural Development, 46(7), 1905–1923. https://doi.org/10.1080/01434632.2023.2260781
Matjašič, M., & Vogrinc, J. (2024). Research competence of pre-service teachers: A systematic literature review. European Journal of Educational Research, 13(2), 877–894. https://doi.org/10.12973/eu-jer.13.2.877
Moonthiya, I. (2022). Self-efficacy of non-native English-speaking teachers in a teacher training program. University of Sydney Journal in TESOL, 1(1), 31. https://doi.org/10.1834/4712
Nakata, Y. (2010). Improving the classroom language proficiency of non-native teachers of English: What and how? RELC Journal, 41(1), 76–90. https://doi.org/10.1177/0033688210362617
Nassaji, H. (2012). The relationship between SLA research and language pedagogy: Teachers’ perspectives. Language Teaching Research, 16(3), 337–365. https://doi.org/10.1177/1362168812436903
Nguyen, D. T., & Hung, T. A. (2023). Vietnamese university EFL teachers’ and students’ beliefs and teachers’ practices regarding classroom assessment. Language Testing in Asia, 13, Article 10. https://doi.org/10.1186/s40468-023-00220-w
Nugroho, H. A. (2018). EFL teachers’ need of language proficiency professional development: When policy and practice collide. International Journal of Language Education, 2(2), 74–82. https://eric.ed.gov/?id=EJ1245075
Park, G. (2010). Instructional design implications for non-native English-speaking graduate students: Perceptions on intercultural communicative competences and instructional design strategies for socially engaged learning [Doctoral dissertation, Virginia Tech]. https://vtechworks.lib.vt.edu/items/5f11f7b6-f193-414e-8dc0-f3d5eb72d4d4
Pham, T. T. H., Nguyen, L. T., & Doan, N. L. (2024). The influence of formal and informal learning on teacher professional development in Vietnam. Journal of Teacher Education for Sustainability, 26(2), 28–53. https://doi.org/10.2478/jtes-2024-0015
Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2012). Foreign language teachers’ language proficiency and their language teaching practice. The Language Learning Journal, 41(2), 231–246. https://doi.org/10.1080/09571736.2012.707676
Richards, J. C. (2017). Teaching English through English: Proficiency, pedagogy and performance. RELC Journal, 48(1), 7–30. https://doi.org/10.1177/0033688217690059
Sabokrouh, F., & Barimani-Varandi, S. (2013). The effect of EFL teachers’ attitude toward English language and English language proficiency on their sense of efficacy. Journal of Advances in English Language Teaching, 1(4), 117–125. http://www.european-science.com/jaelt
Saito, E. (2019). Whether Mr. Saito’s beliefs of Japanese language education has changed while working at a high school in Thailand. Studies of Language and Cultural Education, 17, 300–316. https://doi.org/10.14960/gbkkg.17.300
Sari, W. M., Hasanah, A., & Sartika, E. (2024). EFL teachers’ efforts in developing their pedagogical competence. Jadila: Journal of English Language Teaching. https://jadila.yayasancec.or.id/index.php/jadila/article/view/184
Selvi, A. F. (2019). The “non-native” teacher. In M. Bigelow & A. J. De Costa (Eds.), The Routledge handbook of English language teacher education (1st ed., pp. 15). Routledge. https://doi.org/10.4324/9781315659824
Sejdiu, S., Ramadani, R., & Ninaj, A. (2025). English language proficiency, perception, and competence among the academic staff of public universities in Kosovo. Open Research Europe, 5, 224. https://doi.org/10.12688/openreseurope.19958.1
Shin, S. J. (2008). Preparing non-native English-speaking ESL teachers. Teacher Development, 12(1), 57–65. https://doi.org/10.1080/13664530701827749
Siripol, P., & Wilang, J. D. (2024). Classroom language training for non-English pre-service teachers: A professional development project. International Journal of Evaluation and Research in Education, 13(5), 3419. https://doi.org/10.11591/ijere.v13i5.28642
Sokal, L., & Parmigiani, D. (2022). Global competence in Canadian teacher candidates. Frontiers in Education, 7, Article 939232. https://doi.org/10.3389/feduc.2022.939232
Sabokrouh, F., & Barimani-Varandi, S. (2013). The effect of EFL teachers’ attitude toward English language and English language proficiency on their sense of efficacy. Journal of Advances in English Language Teaching, 1(4), 117-125.
Saito, E. (2019). Whether Mr. Saito’s beliefs of Japanese language education has changed while working at a high school in Thailand. Studies of Language and Cultural Education, 17, 300–316. https://doi.org/10.14960/gbkkg.17.300
Sari, W. M., Hasanah, A., & Sartika, E. (2024). EFL teachers’ efforts in developing their pedagogical competence. Jadila: Journal of English Language Teaching. https://jadila.yayasancec.or.id/index.php/jadila/article/view/184.
Selvi, A. F. (2019). The ‘non-native’ teacher. In M. Bigelow & A. J. De Costa (Eds.), The Routledge handbook of English language teacher education (1st ed.). Routledge. https://doi.org/10.4324/9781315659824.
Shin, S. J. (2008). Preparing non‐native English‐speaking ESL teachers. Teacher Development, 12(1), 57–65. https://doi.org/10.1080/13664530701827749.
Siripol, P., & Wilang, J. D. (2019). A development of the English language proficiency examination for Thai English teachers. Journal of Language Teaching and Research, 10(5), 1146-1155. https://doi.org/10.17507/jltr.1005.15.
Sokal, L., & Chrostowski, F. (2023). Teacher burnout and language proficiency of EAL teachers. International Journal of Educational Management, 37(4), 600-608. https://doi.org/10.1108/IJEM-06-2022-0268.
Susrini, P., & Sukenti, D. (2023). English teachers’ self-efficacy and pedagogical competence on English proficiency. Journal of English Language Teaching, 7(1), 20–29. https://doi.org/10.26634/jelt.7.1.11404.
Sutherland, S. (2008). The linguistic competence of secondary school teachers in England: Does it matter? Language and Education, 22(1), 1–18. https://doi.org/10.2167/le692.0.
Vo, Q. P. (2023). English proficiency, teacher self-efficacy, and pedagogical competence of Vietnamese EFL teachers: A structural equation modeling approach. Teaching English with Technology, 23(3), 107-124.
Vogrinc, J., & Findeisen, T. (2016). Assessment of foreign language teachers’ professional knowledge and teaching quality. Metodika, 17(1), 19–35. https://hrcak.srce.hr/file/233045.
Wahyuni, L. G. E., & Yana, S. N. (2023). Teachers’ language proficiency level and their pedagogical competence on teaching English. Language and Education Journal, 8(2), 99–108. https://doi.org/10.52223/lej.v8i2.441.
Walkinshaw, I., & Soureshjani, K. H. (2023). The English proficiency of non-native English speaking teachers: A study of self-perception and student-perception. RELC Journal, 54(1), 126-146. https://doi.org/10.1177/00336882221102919.
Wang, C., & Zhang, Y. (2023). A systematic review of the relationship between EFL teachers’ English proficiency and their pedagogical competence. Heliyon, 9(3), e13554. https://doi.org/10.1016/j.heliyon.2023.e13554.
Wang, M., & Du, Y. (2023). English language proficiency, self-efficacy, and pedagogical competence among EFL teachers: A study of structural equation modeling. International Journal of Environmental Research and Public Health, 20(14), 6330. https://doi.org/10.3390/ijerph20146330.
Wang, M.-M. (2019). The effect of language proficiency on the teaching knowledge acquisition of English student teachers—Comparison of three repetitive lessons. Journal of Literature and Art Studies, 9(4), 404–411. https://doi.org/10.17265/2159-5836/2019.04.007.
Warnby, M. (2007). English proficiency of teachers in grade 5-9 in Sweden: A pilot study in a Swedish municipality (Master’s thesis). Stockholm University, Sweden.
Wulyani, A. N., Elgort, I., & Coxhead, A. (2019). Exploring EFL teachers’ English language proficiency: Lessons from Indonesia. Indonesian Journal of Applied Linguistics, 9(2), 263–274. https://doi.org/10.17509/ijal.v9i2.20217.
Wyatt, M. (2015). A taxonomy of teachers’ research-engaged practices. Educational Action Research, 23(4), 540–563. https://doi.org/10.1080/09650792.2014.975775.
Yang, H.-H. (2011). Exploring native and non-native English teachers’ integrated pedagogical content knowledge and instructional practice: A case study of four teachers at a Taiwan university (Doctoral dissertation). The Ohio State University.
Yude, U. H., & Zainil, Y. (2024). Evaluating teacher’s competence in developing reading comprehension questions based on Barrett’s taxonomy. English Review: Journal of English Education, 12(1), 1–15. https://journal.uniku.ac.id/index.php/ERJEE/article/view/10296.
Yusuf, F. N., & Novita, O. E. (2020). EFL teachers’ perceived language proficiency and teaching effectiveness. Indonesian Journal of Applied Linguistics, 9(3), 580–588. https://doi.org/10.17509/ijal.v9i3.23208.
Zhang, Y., Ye, F., & Liu, X. (2021). Teaching experience, subject matter knowledge, and pedagogical content knowledge: An exploration of the relationship between them among EFL teachers in China. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.725916.
Zhou, X., Shu, L., & Xu, Z. (2023). The effect of professional development on in-service STEM teachers’ self-efficacy: A meta-analysis of experimental studies. International Journal of STEM Education, 10, Article 37. https://doi.org/10.1186/s40594-023-00422-x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 International Journal of Research on Multidisciplinary Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
