Teaching English in Rural Vietnam: How EFL Teachers Define Themselves?
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| Title: | Teaching English in Rural Vietnam: How EFL Teachers Define Themselves? |
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| Language: | English |
| Authors: | Ngo Huy Tú (ORCID |
| Source: | Hungarian Educational Research Journal. 2026 16(1):39-58. |
| Availability: | AK Journals. 1117 Budapest, Budafoki str. 187-189, A Building, 3rd floor, Budapest, Hungary. Tel: +36-1-464-8282; Fax: +36-1-464-8251; e-mail: info@akjournals.com; Web site: https://akjournals.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Intended Audience: | Teachers; Policymakers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Rural Areas, English (Second Language), Second Language Instruction, Language Teachers, Barriers, Professional Identity, Teacher Attitudes, Figurative Language, Teacher Role, Cultural Influences, Elementary Secondary Education |
| Geographic Terms: | Vietnam |
| ISSN: | 2064-2199 |
| Abstract: | Rural areas in Vietnam often face challenges such as limited resources, lower levels of English proficiency among students, and fewer professional development opportunities for teachers, making the role of English as a Foreign Language (EFL) educators in these regions both vital and demanding. This study explores the professional identities of K-12 EFL teachers in rural areas of Vietnam. Using a qualitative approach and drawing on Conceptual Metaphor Theory, data were collected through metaphor elicitation from 24 EFL teachers currently working in rural Vietnam. Metaphor analysis was employed to analyse the collected metaphors. The study highlights how participants perceive and construct their professional identities within the unique socio-cultural and educational challenges of rural contexts. Six umbrella metaphors emerged as central to their experiences: teacher as a motivator, a ferry, a cultural ambassador, a seed sower, a juggler in a circus, and a home. This research adds to a deeper understanding of rural EFL teachers' identities, providing insights for educators and policymakers to improve teacher retention and support systems in underserved regions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505549 |
| Database: | ERIC |
| Abstract: | Rural areas in Vietnam often face challenges such as limited resources, lower levels of English proficiency among students, and fewer professional development opportunities for teachers, making the role of English as a Foreign Language (EFL) educators in these regions both vital and demanding. This study explores the professional identities of K-12 EFL teachers in rural areas of Vietnam. Using a qualitative approach and drawing on Conceptual Metaphor Theory, data were collected through metaphor elicitation from 24 EFL teachers currently working in rural Vietnam. Metaphor analysis was employed to analyse the collected metaphors. The study highlights how participants perceive and construct their professional identities within the unique socio-cultural and educational challenges of rural contexts. Six umbrella metaphors emerged as central to their experiences: teacher as a motivator, a ferry, a cultural ambassador, a seed sower, a juggler in a circus, and a home. This research adds to a deeper understanding of rural EFL teachers' identities, providing insights for educators and policymakers to improve teacher retention and support systems in underserved regions. |
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| ISSN: | 2064-2199 |
