Vietnamese Teachers' Beliefs and Practices regarding Teaching English for Occupational Purposes (EOP)

Abstract

A branch of English for specific purposes, English for occupational purposes (EOP) is acknowledged to enhance students’ employability and work performance. To contribute to the scant existing literature of EOP, this study explores Vietnamese teachers’ beliefs and practices of EOP teaching. Data were collected from classroom observations and interviews with six teachers in a context of Vietnam. Each of the teachers was observed twice, and the interviews were conducted after the classroom observations to avoid the possible effects of the teachers’ understanding of the research focus on their classroom performances. The interviewer asked the teachers questions to explain their teaching practices and to trace their beliefs about EOP teaching. The findings show a diversity in teachers’ beliefs of different aspects of EOP teaching. Although observation and interview data reveal that the teachers unpacked the curriculum and understood the objectives of the EOP courses, there were some differences in their EOP teaching. Three teachers also revealed that they did not receive adequate training for EOP teaching. The implications for EOP teaching and teacher training are finally discussed.