Skip Navigation



ELT Journal Advance Access published online on April 17, 2009
ELT Journal, doi:10.1093/elt/ccp025
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Google Scholar
Right arrow Articles by Vo, L. T.
Right arrow Articles by Mai Nguyen, H. T.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

© The Author 2009. Published by Oxford University Press; all rights reserved.

Critical Friends Group for EFL teacher professional development

Long Thanh Vo and Hoa Thi Mai Nguyen

Long Thanh Vo (MBA at Keele University, MEd in Educational Management at the Royal Melbourne Institute of Technology (RMIT)) is currently a lecturer in the School of Business Administration at Ho Chi Minh City International University (Vietnam). He has conducted research in Vietnam and England in the areas of organizational behaviour, human resource development, and language syllabus design
Hoa Thi Mai Nguyen (MA in TESOL at The University of Queensland and MEd in Educational Management and Leadership at RMIT, Australia) is a PhD candidate in the School of Education at the University of Queensland. Her main research interests are in the areas of language teaching methodology and policy, intercultural communication, and EFL teacher education. She has participated in the editorial team of the Journal of English as an International Language. Email: maihoa158{at}yahoo.com


  Abstract

For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do not seem to have the habit of working together, is as yet undiscovered. This study aimed to explore the experiences of a small group of Vietnamese EFL teachers during their participation in a CFG over one semester in a specific context in Vietnam. Through observations and interviews, this study offers insights into the participants’ experiences as well as the application of CFG as a model of EFL teacher professional development in Vietnam.

Final revised version received January 2009


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?




Disclaimer: Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.