Adult Novice Vietnamese EFL Teachers’ Perceptions of Extensive Reading more

Extensive reading (ER) has clear benefits for reading and writing skills, vocabulary, and more (Bamford et al., 2004). However, its significance is still emerging among novice Vietnamese EFL teachers, particularly those taking Teaching English as a Second Language courses (TESOL). This mixed-method action research aims to explore ER-related perceptions among these teachers and enhance TESOL course content by integrating ER into their traning process. The participants includes 40 novice Vietnamese EFL teachers at a TESOL center in Ho Chi Minh City. Data will be collected through semi-structured interviews and surveys during 12 weeks. Findings will provide insights into novice teaches’ beliefs about ER, allowing TESOL trainers to adjust the curriculum to emphasize the benefits of ER and effective ER-promoting strategies. Ultimately, this can engage their future students in ER, improving their overall English skills.