MAINTAINING ENGLISH LANGUAGE PROFICIENCY: THE CASE OF HIGH SCHOOL EFL TEACHERS IN THE CENTRAL HIGHLAND OF VIETNAM

Abstract

This study investigates strategies implemented by high school EFL teachers in the Central Highland of Vietnam to maintain the achieved level of English language proficiency. Factors inhibiting high school EFL teachers’ language proficiency maintenance were also explored. One hundred and fifty teachers, having participated in the English language proficiency training workshop(s) by authorized institutions and achieved the CEFR-C1 level, participated in the study. The study employed a mixed-methods approach with a concurrent research design. Data were collected and analyzed through questionnaires, reflective reports, and interviews. Overall, findings have shown that while there were factors affecting their language proficiency maintenance, the teachers made efforts to handle those factors and implement different strategies to maintain the achieved level of proficiency. The present study has offered considerable insights to stakeholders, policymakers, and prospective EFL teachers working in Vietnam. Also, pedagogical implications have been made so as to increase the sustainability of language proficiency for EFL teachers in similar contexts.