Document Type
Paper presentation
School Name
University of Perpetual Help System Dalta – Las Pinas
School Code
ARCH00050
Track/Strand
Elevating Excellence in Education
Abstract / Executive Summary
This study explored the experiences of nine (9) Filipino English as a Foreign Language (EFL) teachers in Vietnam, focusing on their teaching beliefs and dispositions. It examined their perspectives on language instruction, professional challenges, and the strategies they employed to adapt to a new educational and cultural environment. Using a qualitative case study approach, the research provided insights into how these educators navigated the complexities of teaching in a foreign land. The findings revealed that Filipino EFL teachers viewed their teaching beliefs as rooted in cultural adaptation and integration, emphasizing the importance of bridging cultural gaps in the language learning process. Their dispositions were shaped by professional challenges, yet they demonstrated resilience in addressing these difficulties. Key themes emerged in their narratives, including cultural sensitivity, language integration, instructional strategies, and the significance of professional support networks. These factors played a vital role in shaping their teaching experiences and effectiveness in the classroom. As a result of this study, a webinar program was developed to support the professional growth of Filipino English teachers in Vietnam. This initiative aimed to enhance teaching strategies, promote culturally responsive pedagogy, and strengthen professional collaboration among educators. The study highlighted the need for continuous professional development, the impact of cultural adaptation on teaching effectiveness, and the role of resilience in overcoming challenges. Future research was recommended to examine the long-term effects of cultural integration and professional support networks on teaching practices and teacher retention in foreign educational settings.
Keywords:
adaptation; challenges; integration; resilience; strategies
Journey to a Foreign Land: English Language Teaching Beliefs and Dispositions of Filipino Teachers in Vietnam
This study explored the experiences of nine (9) Filipino English as a Foreign Language (EFL) teachers in Vietnam, focusing on their teaching beliefs and dispositions. It examined their perspectives on language instruction, professional challenges, and the strategies they employed to adapt to a new educational and cultural environment. Using a qualitative case study approach, the research provided insights into how these educators navigated the complexities of teaching in a foreign land. The findings revealed that Filipino EFL teachers viewed their teaching beliefs as rooted in cultural adaptation and integration, emphasizing the importance of bridging cultural gaps in the language learning process. Their dispositions were shaped by professional challenges, yet they demonstrated resilience in addressing these difficulties. Key themes emerged in their narratives, including cultural sensitivity, language integration, instructional strategies, and the significance of professional support networks. These factors played a vital role in shaping their teaching experiences and effectiveness in the classroom. As a result of this study, a webinar program was developed to support the professional growth of Filipino English teachers in Vietnam. This initiative aimed to enhance teaching strategies, promote culturally responsive pedagogy, and strengthen professional collaboration among educators. The study highlighted the need for continuous professional development, the impact of cultural adaptation on teaching effectiveness, and the role of resilience in overcoming challenges. Future research was recommended to examine the long-term effects of cultural integration and professional support networks on teaching practices and teacher retention in foreign educational settings.
