VietTESOL International Convention, VietTESOL International Convention 2019

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Reducing Teacher Talking Time in Learner-Centered EFL Classrooms: Difficulties and Recommendations
Phuong Thi Tieu Le, Vang Thi Ngan Le

Building: Library
Room: D305
Date: 2019-10-12 10:10 AM – 10:40 AM
Last modified: 2019-09-20


With the modern trends in English language teaching, teachers are encouraged to create the learner-centered classrooms where students are supposed to have more opportunities to speak in the target language. However, it seems that in many ELF classes in Vietnam tertiary education, students seem to take the passive role while teachers take the dominant role in classroom discourse. This research, therefore, was to identify the amount of teacher talking time and student talking time in 10 EFL classes through classroom observation along with a questionnaire to 324 students. Also, a teacher interview was conducted with the participation of 10 teachers of those classes to explore their perception on the importance of reducing teacher talking time and what hinders them from doing it. After the data were quantitatively and qualitatively analyzed, the research findings revealed that although those ELF classes were classified as pre-intermediate level, teacher talking time was still higher than student talking time (61,2% and 38,7% respectively) due to the three major difficulties: teachers’ practices in giving instructions and explanation, students’ low English proficiency, and students’ reluctance in communicating in English. Based on these findings, some subsequently recommendations were suggested with the hope to partially solve these above problems at this university and other institutions in similar contexts.


teacher talking time, student talking time, learner-centered classroom