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Pitfalls in Developing Extensive Reading Programs in Vietnamese Context: An Investigation from Multiple Perspectives
A well-established body of research supports extensive reading (ER) as a crucial component of language programs, yet its implementation in schools remains limited and challenging. This study examines key barriers to establishing ER programs in a private language school in Vietnam, drawing insights from program developers, teachers, and learners through a qualitative approach. Preliminary findings confirm that commonly cited challenges such as time constraints, limited resources, rigid curricula, and exam-oriented instruction contribute to these difficulties. However, two primary factors that emerge as critical determinants of success include teachers' awareness and beliefs about shifting from form-focused to meaning-focused instruction, and the school’s vision and commitment to implementing ER initiatives. The study further discusses solutions from multiple perspectives to enhance the feasibility and effectiveness of ER programs in similar educational contexts.
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Dr. Nguyen Hai Quan is a senior lecturer at Can Tho University, Vietnam where he has been involved in teaching, supervising students and managing for nearly 24 years. He is also the founder of Gia Viet English Language School where he has been acting as the Director of Studies and International Relations. His main teaching and researching experiences and interests include language teaching methodology, teachers' continuing professional development, Listening and Speaking Pedagogy, Intercultural Communication, students' development of employability skills, social skills and life values. He has been an active member in initiating various professional activities for teacher community in the Mekong Delta, Vietnam including the Mekong TESOL International Conference and join-research projects with specialists from other countries.