Perceptions of Vietnamese EFL High School Teachers and Students towards English as a Lingua Franca

Abstract

The purpose of this study is to identify the perceptions of Vietnamese EFL in-service teachers and students from gifted versus non-gifted high schools towards English as a lingua franca (ELF). In this quantitative study, a questionnaire was utilized to collect data that was then analyzed using descriptive and inferential statistics. The results show that both Vietnamese high school EFL teachers and students had positive perceptions towards ELF in general and towards each of the dimensions of ELF in particular. Additionally, there were some statistically significant differences between the perceptions of sub-groups of Vietnamese EFL teachers and students from gifted versus non-gifted high schools. The study contributes to the literature of the field and assists policymakers when it comes to formulating policy to enhance English communication skills at the high school level, particularly in the Vietnamese context. In addition, the current study is beneficial for teachers and learners to have an insight into how they should teach and learn English to communicate effectively.