foreign english language teachers for schools in vietnam

441,800 [3] Education in Vietnam is a state-run system of public and private education run by the Ministry of Education and Training. It is divided into five levels: preschool, primary school, secondary school, high school, and higher education. Formal education consists of twelve years of basic education. Basic education consists of five years HCMC, the epicenter of Vietnam's fourth Covid wave, has reported more than 298,000 infections so far. Many foreign language teachers, who could earn up to $2,000 per month are now in a distressing situation in a country that was among the world's nine countries that pay the highest salaries to English as a Second Language teachers. Many foreign language teachers, who could earn up to $2,000 per month are now in a distressing situation in a country that was among the world's nine countries that pay the highest salaries to English as a Second Language teachers. Many foreign teachers are running online classes at cheap rates to survive, while others have left Vietnam as their livelihoods snatched by the Covid-19 pandemic. Link Japan Careers offer a wide range of jobs for English speakers in Japan, whether you live abroad or want to find English jobs near your location. You can trust us to: Walk you through each stage of the recruitment process. Give you helpful, up-to-date advice about living in Japan. Help you put together a plan to get the job you want. Workplace Enterprise Fintech China Policy Newsletters Braintrust bungalow for rent in thurrock Events Careers lotus 7 kit cars mimpi melihat orang yang sudah meninggal menurut islam. 1. The Vietnamese educational contextStudents have to learn English as a foreign language EFL from primary schools to tertiary institutions in Vietnam. Many projects have been made to improve Vietnamese students’ English competencies, and the National Foreign Language Project 2020 is one of them. Nghia and Tran Citation2020 also detailed the reasons for implementing reforms, such as public educational mastication, diversity of students’ learning needs, market needs, technological changes, and students’ new ways of life. However, the results of the project, especially in students’ speaking and writing skills, were not satisfactory Le & Nguyen, Citation2017; Nguyen, Citation2013; Pham & Bui, Citation2019; Tran & Marginson, Citation2018. To better the understanding of the influential factors, many studies on educational change and pedagogical reforms PRs have been employed in countries around the world and particularly in Vietnam Harvey & Broyles, Citation2010; Ibrahim et al., Citation2013; Nguyen & Burns, Citation2017; Thao & Mai, Citation2020. Although Thao and Mai Citation2020 investigated several factors affecting EFL teachers’ willingness to apply pedagogical reforms to their classes, they did not profoundly explain how external factors had affected the teachers’ implementation of changes in light of the influence of teachers’ demographic information. Accordingly, the query how different groups of teachers in light of their backgrounds such as gender, age, qualifications, teaching experience, workplaces, and teaching areas affect the influence level of each external factor, especially in the Vietnamese context. Due to the abovementioned gaps, this study was Literature ELT pedagogical reformsKnapp Citation1997 indicated that every reforming process is a chance for teachers’ professional development to better their teaching. Eventually, the conceptualization of “ELT PRs” means a process in which teachers change the ways of English teaching to enhance the quality of EFL students’ learning and their teaching in practice Thao & Mai, Citation2020. However, this process was affected by external factors from educational policies, collegial interactions, institutional aspects, students, or other objective External factorsAccording to Thieman Citation2000 and Thao and Mai Citation2020, there are five chief external factors previous educational policies, professional communities and colleagues, institution managers’ leadership, students’ learning outcomes, and time for implementation. Figure 1 describes the overview of external factors. English language teaching pedagogical reforms in Vietnam External factors in light of teachers’ backgroundsPublished online09 June 2022Figure 1. The External Factors of EFL Teachers’ Responses to ELT PRsFigure 1. The External Factors of EFL Teachers’ Responses to ELT PRsPrevious educational policies this factor includes three main elements as required curriculum, mandated teaching strategies, and national testing Thao & Mai, Citation2020; Thieman, Citation2000. Even though the current educational policies are enforced, the previous ones still affect teachers’ teaching in everyday practice Darling-Hammond, Citation1990. Therefore, the change must hinder the effects of the previous educational policies from helping implement the new ones more effectively Thao & Mai, Citation2020. Professional community/colleaguesFlexer and Gestner Citation1993 stated that the collegial community sometimes conflicts among different teachers in a professional community. They may differ in terms of expectations of the reforms, agreement or disagreement with the school goals, or even their teaching beliefs. To maintain the social relationships, work norms, or arrangements in the workplace, teachers usually tend to agree with their colleagues without any considerations on their own Thao & Mai, Citation2020; Thieman, Citation2000. Institution managers’ leadershipThe administrators’ support plays a vital role in teachers’ responses to a change or a reform Thao & Mai, Citation2020. Teachers’ acceptance of change very much depends on their superiors’ encouragements Reitzug, Citation1994. Besides, the bond between teachers and their superiors sometimes plays a decisive role in whether teachers resist the change or not Smylie, Citation1992. Students’ learning outcomesThieman Citation2000 indicated that teachers evaluate the effectiveness of a particular change or reform based on their students’ learning outcomes. As a result, teachers tend to resist the change when they cannot see any development in their students’ learning Thao & Mai, Citation2020. TimeTo implement the change of PRs successfully, teachers need a sufficient amount of time to train, plan, practice, revise, collaborate with their colleagues Thieman, Citation2000; Ali; El Zaatar, Citation2011, learn new things, use new materials, apply new approaches Prestine & McGreal, Citation1997, analyze, and incorporate the reforms into teaching philosophy Flamholtz & Randle, Citation2008. Therefore, the implementation of change without considerations of the impact of time is challenging to be Relevant studiesMany studies have investigated the factors influencing EFL teachers’ responses to ELT PRs. Nisbet and Collins Citation1978 conducted a case study to examine some theoretical frameworks about teachers’ responses to change. Forty primary teachers in the Queensland educational system partook in the project. The survey findings showed that teachers recognized the change values that led to their acceptance of the change. However, the study also found some external negativities teachers’ lack of support and training, excessive workload given by institutions, and strong beliefs in previous educational the study by Huberman Citation1981, this author singled out two influential factors of educational change, named the quality and amount of technical assistance and sustained central office and building-level support. Moreover, the ongoing administrative support plays an essential role in encouraging teachers to implement the the book “The new meaning of educational change”, which was well-known as the state-of-the-art reading in the field of change, Fullan Citation2001 pointed out two levels of influential factors of educational change. The first one is the local level. It includes the teacher, the principal, the student, the parent, the community, and the district administrator. The regional and national level is the next one. It includes governments, the professional preparation of teachers, the professional learning of educators, and the future of educational Citation2010 contributed to the literature of educational change with his study. The participants were K-12 ages 5–18 and university teachers from eastern South Dakota, in the northern Great Plains, USA. The study was designed as a qualitative study. This study found that some external factors, including the administrator, colleague, personal support, and trust, play an essential role in encouraging the teachers to et al. Citation2013 conducted their study to investigate four factors affecting teachers’ resistance to educational change in the UAE. The participants were 255 male and female, foreign and national teachers teaching different grade levels. The study was designed as quantitative research, using a survey of 39 statements on the Likert scale. The study’s findings showed that teachers resist change because of external reasons, named their beliefs in change agents and their principals or was noting the fact that very few studies were conducted in the Vietnamese context. Furthermore, those previous studies did not explain how external factors affect teachers with different backgrounds, such as their genders, educational qualifications, workplaces, teaching experience, teaching areas, and ages. Therefore, this study addressed two main research questions as follows What are the most influential external factors hindering EFL teachers’ responses to ELT PRs?How are external factors of EFL teachers’ responses to ELT PRs affected by different variables in light of their backgrounds?3. MethodologyThis study was conducted as a mixed-method approach, using a questionnaire and semi-structured interviews to collect data to find the answers to the research questions. The two methods, when combined, allow the research to assess both outcomes and processes of the social questionnaire was adapted from the study by Thieman Citation2000 and then developed by the research team with five items representing five factors presented in the literature review on a 5-point Likert scale, strongly disagree, disagree, neutral, agree, and strongly agree. Before being employed in the official study, the questionnaire was piloted with the participation of 30 EFL teachers who would be excluded from the actual study. These teachers were kindly required to respond to the questionnaire as well as give comments on the items that they found the word choices or grammar uses inappropriate. The collected data from the pilot was objected to SPSS to check the reliability of the questionnaire. The Scale test results indicated the instrument’s reliability α = .84. Accordingly, it was then employed to collect the official data. It was sent via emails, provided by acquaintances of the research team, such as friends, colleagues, and lecturers, to 102 participants who were high school teachers working in the Southwest of Vietnam. below displays the information of the participants for the survey. English language teaching pedagogical reforms in Vietnam External factors in light of teachers’ backgroundsPublished online09 June 2022Table 1. The participants’ demographic informationIn terms of semi-structured interviews, all questions investigated EFL teachers’ perceptions of external factors affecting their responses to ELT software version was used to analyze the quantitative data from the questionnaire. First of all, a Scale test checked the reliability of the instrument. Then, the Descriptive Statistics test determined the average level of the external factors affecting the EFL teachers’ responses to ELT PRs. To answer research question 1, One-Sample T-Tests were administered to compare the mean scores with the test values following the critical understanding of the average recommended by Oxford Citation1990. Next, the researchers used one-way ANOVA tests and Independent Sample T-tests to answer research question 2. All data of the results were rounded to the 2nd digit. Then, when p-value was under it meant the differences were significant, and the effect size was then calculated. According to Cohen Citation2013, Eta-squared value η2 indicates the effect size, including small from .01 to .06, medium from .06 to .14, and large above .14.The semi-structured interviews were conducted after distributing the questionnaires. The interviews involved six participants who were recruited according to their mean score in the questionnaire. The six teachers included three from the “most affected” group named A, B, and C and the other three from the “least affected” group named D, C, and F. After that, the researchers contacted the interviewees via their emails and phones. The interviews were conducted on Zalo, Skype, and Zoom platforms for ensuring safety from the COVID-19 infection. Each interview lasted approximately thirty minutes. Vietnamese was used in the interviews to avoid misunderstanding and encourage the interviewees to express their ideas more rapidly, comprehensively, and accurately. Recording and note-taking were used to save the contents of the interviews under the permission of the participants. After that, the Vietnamese transcription versions were translated into English. To clarify misunderstandings, the research team contacted the interviewees via email or directed phone calls. Finally, the data were interpreted and analyzed according to themes in the study Results and findingsThis section consists of the results of quantitative data and qualitative data for the two research Research question 1What are the most influential external factors hindering EFL teachers’ responses to ELT PRs?First, Table shows the results of the Descriptive Statistics Test run on the whole questionnaire. English language teaching pedagogical reforms in Vietnam External factors in light of teachers’ backgroundsPublished online09 June 2022Table 2. External influential factors on ELT PRs by the participantsThen, a One-Sample T-test test value and the mean scores of each factor was run, and the results of the test showed that the factors on students’ learning outcomes, institution managers’ leadership, and time highly affected the participants’ responses to ELT PRs p 20To sum up, the quantitative data showed that the influence level of the factor on institution managers’ leadership was not affected by the teachers’ backgrounds; however, the experienced teachers, who built a strong bond as well as trust with their superiors during the working periods, might feel more empowered than the The factor on time for implementationHowever, in the interviews, three out of five teachers at the age of 30s or older mentioned time as a factor affecting their responses to ELT PRs. Teacher F shared, The activities introduced in the reforms are very good because they help students be more active. However, in a classroom with 40-45 students crammed into a small room and a lesson with 45 minutes, it is very difficult to apply these reforms to improve students’ communicative competence or their abilities to cooperate. As a result, I cannot adapt ELT PRs in my teaching.F; Female; Bachelor; Regular HS; Countryside; At 40s years old; Exp>20The youngest teacher and two others at the age of 30s did not mention this factor as an influential factor affecting their responses to ELT no significant difference was found in the results from quantitative data, according to the findings from the interviews, the factor on time for implementation might not significantly affect young teachers’ responses to ELT PRs as much as it seemed to influence the older and more experienced The factor on previous educational policiesIn the interviews, both master teachers mentioned that the factor on previous educational policies strongly hindered their responses to ELT PRs. Teacher D stated, Although ELT PRs aim to increase the time of teaching listening and speaking skills, the curriculum still mainly focuses on grammar, vocabulary, and reading comprehension. Besides that, because of the final goal, students’ good scores in the exams, I often avoid adapting these reforms to get the goal.D; Female; Master; Gifted HS; City; At 30s years old; 520To sum up, there was no difference from different groups of teachers in light of their The factor on school facilitiesBesides the five external factors proposed in this current study, the findings from the interviews also indicated that school facilities externally affected teachers’ responses to ELT teachers with master’s degrees found it challenging to implement the reforms when the quality of school facilities was insufficient. One of them said, The number of classes is too large, so it is difficult for teachers to successfully apply a type of ELT PRs for improving communicative competence. Typically, it is difficult to organize interesting activities in my class, with 50 students. Both teachers and students face difficulties that the teacher fails to manage the class and the students are difficult to absorb the lesson.B; Male; Master; Regular HS; Countryside; At 20s years old; Exp20In summary, the factor on school facilities was indicated as an external factor affecting EFL teachers’ responses to ELT PRs. Although the respondents mentioning school facilities as a hindering factor came from both groups in terms of teachers’ qualifications, the percentage of the teachers with master’s degrees affected by this factor was higher than that of their DiscussionsFirst, the current study found that the teachers were highly affected by external factors, including students’ learning outcomes, institution managers’ leadership, and time. At a lower level, previous educational policies and teachers’ professional community and colleagues also remarkably impacted the teachers’ responses to ELT PRs. Last but not least, the factor on school facilities was found as a remarkably influential factor affecting teachers’ responses to the the factor on students’ learning outcomes, the most influential external one in the current study, Thieman Citation2000, argued that when students show improvement in learning, teachers continue implementing new teaching techniques and changing their beliefs in teaching. Besides, Paine and Fang Citation2006 stated that this factor serves as a standardized measurement for teachers’ development shift accountability for being a good teacher in the Chinese educational context. Consequently, it was understandable to observe the star mean score on students’ learning outcomes in the current study M = Sharing countless similarities in terms of cultures, traditions, and even educational philosophies, Chinese and Vietnamese teachers are under much pressure from their students’ achievements Lan, Citation2017. In a worse case, the pressure may also lead to some negativities in English teaching and learning that educators tend to find ways as applying grading leniency to comfort the students’ grading expectations Stroebe, Citation2016 or even have got the achievement obsession. Inferred from the study by Romanowski Citation2004, which investigated the students’ obsession with grades, teachers may also have got equivalent consequences of the obsession, namely anxiety, cheating, unhealthy competition, worry, fear, and so on. Further than the abovementioned teacher-related consequences, easy grading also deteriorates students’ learning outcomes as well as their learning efforts Bonesrønning, Citation2004.In terms of the factor on institutional managers’ leadership, the teachers indicated that they were strongly affected by their superiors’ commands. This finding was similar to the experience of China’s reforms in professional development Paine & Fang, Citation2006, which stated that the reforms were over-controlled by the government as a top-down orientation. In the same vein, Fullan Citation2006 accentuated that educational reforms usually land on teachers without their engagement in the decision-making process. In other words, the government frequently evaluates teachers’ quality based on licenses and setting standards. While teachers’ voices should be heard to anchor to the strengths of particular groups of local practitioners in the classrooms Fullan, Citation2001; Rubdy, Citation2008, throughout the participants’ narrations, the planning stage of the reforming processes seemed to lack teachers’ engagement. For this issue, Reitzug Citation1994 and Ibrahim et al. Citation2013 informed that the managers should support, facilitate, encourage, and even involve their workers in the change planning stage to promote the implementation process. Without these institution-related factors, the reform processes and similar innovations may still be overambitious and unachievable in English teaching and learning in Vietnam Hoang, Citation2010; H. T. M. Nguyen et al., Citation2018; Van Huy & Hamid, Citation2015.The time limit for implementation was also a remarkable external factor affecting teachers’ willingness to accompany ELT PRs in the current study. Many previous studies indicated the critical role of time for implementation in the reform process Prestine & McGreal, Citation1997; Thieman, Citation2000; Flamholtz & Randle, Citation2008; Ali; El Zaatar, Citation2011. The teachers were under high pressure with time for learning, being trained, planning, practicing, revising, collaborating with colleagues, learning new teaching techniques, using new materials effectively, applying new teaching approaches, deeply analyzing, and incorporating the reforms into teaching in practice. Backtracking to the literature review, this excessive workload intentionally decreases teachers’ motivation to accept changes Nisbet & Collins, Citation1978.Besides the factor on teachers’ professional community and colleagues, previous educational policies were informed as an external factor that moderately affected the teachers’ responses to ELT PRs. The mismatch between the reforming policies and the students’ learning assessment was why the teachers refused to change their teaching methods in the current study. Related to the impact of previous educational policies on the ways teachers accept changes, Thieman Citation2000 and Darling-Hammond Citation1990 highlighted that educational changes must be highly correlational; besides, the alignment of the required curriculum, mandated teaching strategies, and national testing must be vigorous. However, in Vietnam, while the MOET has been making considerable efforts with EFL teachers by encouraging them to apply communicative teaching techniques in order to help improve students’ oral communication H. T. M. Nguyen et al., Citation2018, in-class testing and even the National examination have still been concentrating on the grammar, vocabulary, reading, and writing evaluation Le Ha, Citation2009; Phuong & Nhu, Citation2015. Consequently, teaching approaches have been more test-oriented to meet the expected grading outcomes rather than develop students’ oral communication skills that are obligatory to fulfill the social requirements in Vietnam Pham & Bui, Citation2019. Located far from Vietnam, this teaching profession de-professionalization also occurred in the Anglosphere countries such as the UK and Wales. One of the significant problems of standards-based education there was about the assessment which had driven teachers in those two countries to improve the students’ test scores, not to meet their sustainable needs, including life-long learning, global competitions, and so on Donert, Citation2010; Kohn, Citation1999. Backtracking on the importance of oral communication skills, Kassim and Ali Citation2010, who conducted a study to investigate the role of English communicative skills needed at the workplace, stated that not only do they provide more chances in job promotions, but sufficient English competencies also advance workers to become global human to Leithwood et al. Citation1998, teachers are inspired and encouraged by the mutual support among the professional community. Emo Citation2010 confirmed the importance of a collegial community in the professional development reforms. Nevertheless, the current study found that the factor on professional community and colleagues did not significantly affect the teachers’ responses to ELT PRs. In another culture with several similarities like China, Paine and Fang Citation2006 remarked on the importance of collegial interactions and collaborations in the educational context. Besides the curriculum materials used to instruct teachers how to run their classes in practice, the public, conversational aspect of teaching is both contexts have been affected by the Confucianist/ collectivist culture Jones et al., Citation2021. However, the current study results showed some mismatches in collegial interactions that their colleagues did not much influence the participants. It is worth raising some queries as to why the teachers did not have strong interactions among the professional community or what caused the insufficient influence level of the factor on professional community/ colleagues. Keashly and Neuman Citation2010 partly explained these issues by mentioning the necessities of conflict management in creating a collaborative and collective working environment. Therefore, initial training in academic settings about dealing with conflictual or hostile cases should be obligatory for pre-service teachers in Vietnam and other educational this current study found that the factor on school facilities significantly affected the teachers’ responses to ELT PRs. This finding was in line with the study by Huberman Citation1981, which found that the quantity and quality of technical facilities and school building-level support strongly affect educational changes. According to L. Nguyen et al. Citation2020, school-related factors significantly impact students’ learning outcomes, the most influential external factor in this current study. That is why the teachers complained about how the unqualified teaching facilities had lowered their teaching and their adoptions of ELT PRs. To be especially worrisome for the dissatisfaction with environmental conditions, such as unqualified facilities and infrastructures, can negatively affect people’s productivity Leaman, Citation1995. Eventually, developing countries whose economic potential is not strong enough to maximize educational support may find it challenging to meet the expectations and objectives of ELT several aspects of teachers’ backgrounds, their educational qualifications, ages, and teaching experiences differed the influence level of the external factors, consisting of students’ learning outcomes, previous educational policies, and the potential factor on school facilities. The most prominent was that the more qualified teachers paid more attention to the influence level of external factors than the teachers with lower degrees did in the current study. The findings were in line with the study by Waters and Vilches Citation2008, which affirmed the role of educational levels of professional support in implementing a reforming ConclusionsThis study was conducted to explain how external factors affected EFL teachers’ responses to ELT PRs in the Mekong Delta Southwest of Vietnam. Also, the study aimed to investigate the impact of the teachers’ demographic information on their perceptions of how they responded to those external factors. According to the study results, the factor on students’ learning outcomes was the most significant external factor affecting the teachers’ responses to ELT PRs. Besides, teachers’ qualification strongly affected their perceptions of the influence of external factors on their responses to ELT PRs in general. Also, the ways teachers perceived the influence of their students’ learning outcomes and previous education policies were significantly affected by their Implications and recommendationsThe study contributed to a better understanding of how external factors affected EFL teachers’ responses to ELT PRs. It may help many educational stakeholders, such as EFL teachers and their students, educational administrators, and researchers interested in this this is a good chance for the EFL teachers to reflect on their teaching and the external factors affecting their beliefs in implementing ELT PRs in their practices. Thanks to that, they can adjust their beliefs in teaching and find ways to increase their students’ achievements. Also, EFL students passively get the benefits from their teachers’ educational administrators may better understand the inferiors and what could have hindered their adoption of ELT PRs externally. Consequently, they can organize sufficient professional development plans, strategies, programs and activities, and increase the quality of their suggested reforms and their scientific researchers interested in the topic will gain a foundation of external factors’ theoretical knowledge. Also, this foundation has drawn an in-depth view on what affect Vietnamese teachers’ responses to ELT PRs, so they can discuss this particular educational context with others that share different or similar backgrounds to generalize their Limitations and suggestionsThe current study cannot avoid a few limitations that need fulfillment in further research. First, the sampling was small to generalize the findings, especially the number of participants for interviews. Therefore, further research can involve more teachers at different teaching levels, including primary, secondary, and higher education, in all provinces in the Mekong Delta of Vietnam. Besides, other stakeholders, such as academic leaders or headteachers, trainers, students, policymakers, and even students’ parents, should have a chance to raise their voices. In so far as PRs can be linked to national interests, it does not mean that PRs also meet the public needs Hawkins & Furuto, Citation2008.Additionally, the results of the study were analyzed with the self-reported information from the teachers. No observation was made to testify to the data obtained from the questionnaires and the online interviews. Therefore, employing some observations using the proposed framework with reliable checklists can help further studies become more significant and valuable. Southeast Asia is, without a doubt, one of the most popular regions for teaching English as a foreign language. Vietnam, in particular, offers great opportunities for TEFL qualified professionals in all of its major cities, as well as in many smaller towns across the nation. Vietnam is also a great destination for non-native English teachers and those without a degree. If you would like to teach English in this beautiful country, take a look at our pick of the top 5 places to teach English in to this blog postAlso read How much can I earn teaching English in Vietnam?1. Ho Chi Minh CityWith a population of nearly million, Ho Chi Minh City is the largest city in Vietnam and typically has the highest demand for foreign teachers in the country. There are hundreds of English language schools eager to hire TEFL qualified English teachers right now. Ho Chi Minh City played a pivotal role in the Vietnam War and is also known for its French colonial landmarks, including the beautiful Notre-Dame Cathedral. The bustling Bến Thành Market is another popular attraction as it is lined with food stall streets allowing you to sample your way through Vietnamese our 4-week in-class course in Ho Chi Minh City with ITTT and start your teaching career in HanoiHanoi is the capital of Vietnam and has a population of more than million people. The city is world-famous for its centuries-old architecture with Southeast Asian, Chinese and French influences. The iconic Old Quarter boasts lovely narrow streets and many little temples, including the famous Fach Ma, honoring a legendary horse. If you get hungry, be sure to stop by Đồng Xuân Market, which sells household goods and delicious Vietnamese street food. If you are looking for an English teaching job in Vietnam, you can definitely find a position in read 5 Important Things to Prepare You for Teaching English in Hanoi 3. Da NangThe beautiful coastal city of Da Nang is located in central Vietnam. It’s one of the most popular tourist destinations in the country because of its sandy beaches and history as a French colonial port. Da Nang is also a great base if you want to visit the inland Bà Nà hills located west of the city. Another popular attraction in Da Nang are the Marble Mountains, five limestone outcrops with beautiful pagodas and hidden caves with Buddhist HueIf you are looking for a historic city to live in, Huế is a great choice. The city in central Vietnam served as the seat of the Nguyen Dynasty emperors and was the national capital from 1802 to 1945. Its most impressive attraction is the vast, 19th-century Đại Nội Citadel, surrounded by a moat and thick stone walls. The Imperial City in Hue also houses various palaces, shrines and the famous Forbidden Purple City that was one the emperor’s read Top 10 Cities in Asia with the Highest Demand for English Language Teachers5. HaiphongActive and outdoorsy people might find their happiness in Haiphong, a major port city across from popular Cat Ba Island in northeastern Vietnam. It’s also not far from the world-famous Halong Bay scenic area which is one of the country's most popular attractions. The city itself is also beautiful and lined with French colonial-era landmarks, including the neoclassical Opera House and the Queen of the Rosary Cathedral from the 19th century. You should also check out Du Hang Pagoda, a beautiful Buddhist temple. History buffs will also learn about the city’s history at Hai Phong you want the best possible start to your teaching career in Vietnam, why not complete your TEFL certification course at our training center in Ho Chi Minh City?You can also find out more about living and working in the country via our Vietnam country you ready to teach English in Vietnam?Apply now & get certified to teach english abroad!Speak with an ITTT advisor today to put together your personal plan for teaching English us an email or call us toll-free at 1-800-490-0531 to speak with an ITTT advisor ArticlesWhat’s Stopping You from Teaching English Abroad?TEFL Breakdown - What Subjects Will Your TEFL Course Cover?8 Traveling Power Couples Teaching English Abroad You Should Follow Right Now10 Tips When Teaching English as a Foreign Language to ChildrenThe Lowdown on Teaching English Abroad With a FamilyTop 10 Qualities Every Great Teacher Should HaveCheck out what our course grads say in our many video testimonials! Vietnam is often considered one of the best places to teach English abroad, and it's not just because of its warm tropical climate and fantastic food! English is in high demand throughout this Southeast Asian country, which means there are plenty of different job opportunities available year-round. Not to mention, ESL teachers in Vietnam typically enjoy a comfortable quality of life thanks to the relatively high teaching salaries and low cost of living. So, if you've ever wondered how to make moves to Asia, this guide shares all you need to know to start teaching English in Vietnam. SNAPSHOT OF TEACHING ENGLISH IN VIETNAM Avg. Salary $1,200-$2,000/month Teaching Hours 20-30 hours Duration of contract 6-12 months Peak hiring season Year-round for language centers, Spring for public schools School term September to May Visa requirements Work permit, business visa or temporary residence card Teaching English in Vietnam comes with a long list of benefits. ESL teachers not only enjoy an outstanding work-life balance, but also plenty of choice in where to teach in Vietnam as well as the type of position. Vietnam is also a popular destination with a large and diverse expat community, making it very easy to meet fellow teachers. Couple that with the gorgeous landscape made up of beaches and mountains, and you have a picture-perfect place to gain valuable professional experience. Read More Is Teaching Abroad Alone Safe for Women? TYPICAL REQUIREMENTS TO TEACH ENGLISH IN VIETNAM To be competitive as an applicant, aspiring ESL teachers will need to meet these strict job requirements Be a native-English speaker Have a bachelor’s degree in any field Have a reputable TEFL certificate Hold proof of a clean criminal background To be the most competitive applicant in Vietnam, you'll need to have at least a 120-hour TEFL certificate from a reputable provider. International schools require teachers to have a teaching license and/or a Master's degree in education. Types of Teaching Jobs in Vietnam PUBLIC SCHOOLS Many first-time English teachers in Vietnam opt to start teaching in public schools. Public school teachers work during regular school hours and typically are responsible for teaching just a few classes per day. Class sizes are usually larger, and technological resources can be lacking. However, lesson planning can be a little more fun as English teachers are responsible for teaching subjects like math and science in addition to English. An average public school teacher's salary is 28 million-42 million VND $1,200-$1,800 per month. To get a job teaching at a public school, you must apply with a private organization. EMG Vietnam and Compass Education are two reputable agencies that connect teachers with open positions in public schools. LANGUAGE CENTERS Teaching at a private language center is another fantastic opportunity. These centers operate after school, providing English tutoring services to students of various ages. Teachers are expected to work nights and weekends. But there are many centers around the country, which means high job availability. Language center salaries tend to be slightly higher than public schools, and teachers on average receive 28 million-47 million VND $1,200-$2,000 per month. However, some language centers take advantage of teachers. Therefore, it's crucial to read reviews from previous teachers before accepting a new position. Some of the most popular language centers in Vietnam include ILA, VUS, Apax, and Apollo. INTERNATIONAL SCHOOLS Those who have a degree in education and a teaching license are eligible to apply to teach at international schools in Vietnam. These positions pay the best and typically provide fantastic benefits like rent stipends and flight reimbursement. On average, you can earn between 47 million-70 million VND $2,000-$3,000 per month at an international school in Vietnam. These positions come with more responsibility as you're the lead teacher of a class and responsible for the bulk of lesson planning and classroom management. Where to Find Teaching Jobs in Vietnam You have options when it comes to finding Vietnam teaching jobs. VIETNAM FACEBOOK GROUPS Facebook is another place to find job openings in Vietnam, primarily for language centers. Some of the best groups to find ESL teaching jobs in Vietnam include; ESL Teaching in Vietnam, English Teaching Jobs in Vietnam The Original, and Hanoi Massive. There are also Facebook groups dedicated to specific cities that offer a wealth of information. For example, if you have a question about how reputable a prospective school is, where to find an English-friendly doctor or virtually anything else, it's probably been answered there. Two popular Facebook groups include the Expats & Locals In Ho Chi Minh City and Hanoi Expats. DIRECTLY ON A HIRING SCHOOL’S WEBSITE Going directly to Vietnam’s most popular schools is another fantastic way to find current job openings. School chains like Language Link and Apollo English are two popular places to teach English in Vietnam. However, there are many job opportunities across the nation, and this comprehensive list shares even more English language schools in Vietnam. And sometimes, finding great ESL teaching jobs in Vietnam is as simple as a Google search Frequently Asked Questions You’ve got questions. We’ve got answers. WHAT ARE THE BEST PLACES TO TEACH ENGLISH IN VIETNAM? Click to Open Unfortunately, popular tourist destinations like Ha Long Bay have little to offer aspiring ESL teachers. Most job opportunities can be found in Vietnam's largest city centers. Here are some of the best cities to teach English in Vietnam. Ho Chi Minh City, or Saigon, is a sprawling metropolis known for its massive expat community and as one of the best places to find a job teaching English in Vietnam. Compared to Hanoi, it's a much busier and more dynamic city. Hanoi is Vietnam's other best place to find an ESL job, and the city is noted for its various green spaces and lakes. It's considered Ho Chi Minh's sleepy sister because of its lack of nightlife, thanks to a 1030 pm curfew. Da Nang is the largest city in central Vietnam that offers a more relaxed and less-crowded atmosphere on the coast. However, it's still an excellent place to find a teaching job and is a favorite destination for those seeking a slower pace of life. WHAT’S IT LIKE TO TEACH ENGLISH IN VIETNAM? Click to Open Before you make the leap to begin your exciting adventure teaching English in Vietnam, check out these helpful guides to learn a bit more about it Why You Should Teach English in Vietnam by CIEE TEFL Saigon vs. Hanoi Which City is the Best for You? by Untold Wanderlust 25 Interesting Facts about Vietnam by Swedish Nomad Moving to Vietnam Checklist for Packing by Move to Vietnam Motorbike Safety in Vietnam by So the Adventure Begins WHICH TEFL CERTIFICATE IS BEST FOR TEACHING IN VIETNAM? Click to Open One of the most important requirements of securing a job teaching in Vietnam is to have a TEFL certificate with at least 120-hours. Choosing a course with a TEFL practicum, or in-class teaching component, is also important. A practicum provides you with professional experience in the classroom, something that can give your resume a huge boost. CIEE TEFL’S 150-HOUR TEFL CERTIFICATION CIEE TEFL is an internationally recognized and trusted TEFL provider with a proven track record of helping graduates successfully secure English teaching jobs around the world. CIEE TEFL's flagship 150-hour certification provides comprehensive training to ensure aspiring ESL teachers succeed in the classroom. Plus, all coursework is done online and the course only takes three months to complete. The CIEE TEFL 150-hour course includes 130 hours of ACCET accredited coursework 20 hour TEFL practicum Instruction by highly qualified TEFL tutors Lifetime job search assistance Learn more HOW MUCH CAN YOU EARN TEACHING IN VIETNAM? Click to Open How much you can earn teaching English in Vietnam depends on your professional experience, the type of job, and where you teach. But on average, English teachers in Vietnam earn between $1,200 - $2,000+ per month. Public school teacher salaries are lower, whereas international school teachers can earn upwards of $2,000 or more per month. COST OF LIVING IN VIETNAM The cost of living in Vietnam is quite reasonable and typically ranges between million - million VND per month $500-$1,000. However, your cost of living depends significantly on the type of lifestyle you choose for yourself. It's very easy to live a frugal or lavish life as an English teacher in Vietnam. For example, eating local Vietnamese can be as cheap as $1 per meal, whereas a western dish can cost you $10 per meal. Additionally, you can save by renting a bedroom in a shared flat, which ranges between $150-$350 per month. A centrally-located apartment in the big cities can cost about $400-$700 per month. Thanks to the high salaries and low living costs, Vietnam is considered one of the best countries to teach English and save money. Teachers can save up to $600 per month teaching English in Vietnam! A small but growing regional power has taken the Southeast Asian ESL game by storm in the last decade as thousand of teachers flock to teach English in Vietnam. Let’s dive into the ESL scene in Vietnam, the work-life experience for teachers, and how to land your dream job in a major city like Hanoi or a rural rice-growing village, whichever environment you prefer. See for yourself why it made our list of the 7 best Asian countries to teach English. About teaching English in Vietnam In a bid to attract more qualified teachers, Vietnamese schools tend to pay much higher salaries than those in neighboring Southeastern countries like the Philippines or Thailand See more on the salary to teach in Thailand. Vietnam is home to bustling mega-cities with all the modern amenities and stunning, verdant rural landscapes alike – so it’s got something for everyone. What are the requirements to teach English in Vietnam? Here are the general requirements to teach English in Vietnam 4-year college degree. You’re likely going to need a 4-year university degree as it’s essentially a ubiquitous, baseline qualification for any job. Clean background check. Some schools have creative visa workarounds to get teachers’ paperwork done without submitting a background check, but, in most cases, you should be prepared to show proof of a clean criminal history, Native speaking status sometimes but not always. Some hiring managers prefer native speakers, but others are open to any nationality as long as the candidate speaks solid English. I taught alongside Ukrainians, Nigerians, and Egyptians, just to name a few of the non-native nationalities who successfully find work in Vietnam. TEFL certification. More and more schools require a TEFL certification, along with a university degree, as a standard credential. If you’re a busy student or worker, consider the benefits of TEFL Hero’s comprehensive, self-paced 120-hour online course. It’s fully accredited and recognized worldwide. Get Certified to Teach Anywhere! 120hr Online Certificate with LIFETIME Access Valid Anywhere Online & Abroad Fully Accredited 24hr Tutor Support - Ask Us Anything! Caveat Many of these requirements are flexible and differ from school to school. If you find a posted job ad that you’re really interested in, go ahead and submit your application anyway. You might be surprised to find how willing schools are to accommodate an enthusiastic candidate who impresses them. Don’t have a degree? See how to teach English in Thailand without a degree. Teaching in Vietnam salary and cost of living Let’s get down to brass tacks salary and cost of living in Vietnam. How much do teachers make in Vietnam? We have to get this out of the way upfront you have no chance of getting rich teaching English in Vietnam unless you open and run a successful school. The best you can hope for finance-wise is to make more than enough to live comfortably while you’re there and squirrel away a nice chunk of change to eventually return home with. That said, Vietnamese schools tend to pay more than those in neighboring lands. For instance, many Thai schools pay a baseline salary to Western ESL teachers of $1,000/month. Same thing in Cambodia and Laos. In Vietnam, working the standard 40 hours/week with about 20 of those hours actually in the classroom, you won’t take home less than $1,500/month in most schools. In the big cities, where the cost of living is higher, it’s common to exceed $2,000/month. You might make less in rural areas, but with the benefit of a lower cost of living. Living in a larger city like Hanoi will cost more than rural Vietnamese villages Benefits for teachers in Vietnam Aside from the pay, Vietnamese schools offer numerous auxiliary benefits that can significantly reduce your monthly expenses. Examples include A free apartment usually within or right next to the school complex Free lunch if you work at a conventional school Free use of a motorbike Health insurance although the cost of medical care in Vietnam is already exceptionally low and affordable for most expats What’s the cost to live in Vietnam? Even in Ho Chi Minh City, one of the most expensive places in Vietnam, according to Numbeo, the cost of living is extremely low compared to advanced Western economies A full-course restaurant meal will cost you $ A dozen eggs from a supermarket will cost $ even less if you buy from a streetside vendor A bus ride costs 30 cents Skyline view of the metropolis of Ho Chi Minh The bottom line if you’re making $1,500/month in Vietnam – which, again, is on the lower end of the typical pay scale – it’s entirely possible to save half of that or more. If your school provides an apartment and/or motorbike, that monthly living cost drops even lower. Types of English teaching jobs in Vietnam Let’s get into the major types of English teaching jobs available in Vietnam. Language Center Language centers are everywhere in Vietnam. I taught in a city called Lao Cai, located in the extreme northern mountains on the border with China. The population of the city wasn’t more than 100,000 – yet there were at least 15 language schools that I knew of. They were always – and by that I mean literally constantly — recruiting teachers. Language center job pros The pay is more competitive. In most instances, $16/hour is the minimum a native teacher can fetch. $20/hour is common. Dress requirements are often laxer in language centers. I taught in t-shirts, even covered in tattoos as I am. If you’re into teaching adults, many language centers cater exclusively to adults, especially ones interested in Business English to further their careers. Language center job cons Because private language schools often have contracts with public schools to conduct English lessons, you might have to do a bit of traveling within the area where you it’s incumbent on the school to provide transportation or cover the cost. That said, they probably won’t compensate you for travel time. You’ll be expected to work nights and weekends. Of course, this could be a pro or a con depending on your schedule preferences. Public Schools Public schools, perhaps aside from language centers, are the most prevalent institutions hosting foreign ESL teachers in Vietnam. Public school pros If you’re truly interested in teaching to make a difference in the lives of students who need the most help, consider a public school. You’ll be teaching some of the more economically and socially disadvantaged students in the country, and still making decent money doing it. Less stringent expectations. This isn’t to say that you won’t have any oversight or performance expectations, but because of the management structure and the reality of the less resource-rich environment and relative less, schools will realistically expect less in the way of documented schools – often under heavy pressure from parents – are more demanding in terms of results in the form of improved test scores, etc. for students. Public schools are located literally everywhere in Vietnam, even in rural areas, so if your heart is set on a hut next to a rice field to get a taste of the jungle life, there’s a public school nearby down some dirt road that likely needs a foreign English teacher. Public school cons You’ll statistically make less than in private schools. You’ll likely be teaching 30+ students at a time, in all probability in a classroom with no AC and, if you’re lucky, a series of ceiling fans as the only means of ventilation. You will have minimal support from administrative staff. If you’re fortunate, they’ll give you a Vietnamese teaching assistant TA to help control the large class sizes, but in more impoverished regions, you won’t even have that. Your teaching materials will likely consist of a blackboard and, perhaps, a projector to hook a laptop up to for digital materials. International School If you’re interested in adding a serious credential to your resume and racking up big money at the same time, consider a type of private institution known as an “international school.” “International schools” are found worldwide, usually serving elite and highly educated native families as well as the families of well-monied international residents like highly skilled foreign workers, diplomats, etc. International school pros The money, Lebowski. You’re going to make a lot of it. At least $3,000/month, sometimes more depending on your experience and qualifications. Work experience at an international school is a major notch on your belt. If you’re serious about climbing the ESL career ladder, working at an international school is a solid move. You’ll have an enormous and well-resourced support team of administrators, counselors, etc. behind you to enhance your teaching work and provide more opportunities for professional development. International school cons International schools are highly competitive. Whereas the other school types we’ve discussed here are plentiful you can literally find a job within a few days, international schools are much more selective about whom they hire. You’ll probably end up in a major urban center like Ho Chi Minh City in the south or Hanoi in the north. If you’re trying to get out into the “real” Vietnam for some fresh air, you won’t find international schools there because the clientele doesn’t live there. Kindergarten Kindergartens are separate institutions from primary schools, and often include preschool age groups as well. Kindergarten pros Lesson planning is super easy. There’s no complicated material to teach – just a lot of fun songs and interactive activities to teach the most basic vocabulary and grammar. Less teaching hours required than positions teaching older students usually just a few per day. Many people, such as my wife, find Asian children overwhelmingly cute. Kindergarten cons Kindergarten teachers are expected to be highly energetic – teaching is more of a performance than an academic exercise. Lots of dancing, singing, etc. Large class sizes 20+ in public kindergartens Many kindergartens have a strong preference for female teachers based on the belief that women make better caretakers of young children. The preponderance of ESL jobs are located in the three largest cities Ho Chi Minh Hanoi Da Nang Of course, jobs are available throughout Vietnam, but they’re less plentiful and more difficult to find. The picturesque Da Nang Sea How to find English teaching jobs in Vietnam Let’s briefly outline a solid strategy to find jobs to teach English in Vietnam. Where to start Job Boards are a great place to start, especially if you’re not physically in Vietnam but want to nail down a position before you leave home. Solid Vietnamese ESL job boards include TeachingNomad GoOverseas Vietnam Teaching Jobs Craigslist yes, really. I found my position on Craiglist. Facebook Groups like BeLi are also great resources. In addition to connecting teachers with employers, they also facilitate interaction between teachers to exchange tips, avoid scams, etc. To find higher-end work, particularly at international schools, create a profile on LinkedIn. How to get hired Here’s the basic process to get hired Get your documents in order. That includes a passport valid for a minimum of six months from your anticipated start date, your college diploma, your TEFL certificate and digital photocopies of all three, a clean-cut headshot, and, in most cases, a criminal background check. Scour the job boards above. Commit to sending out a minimum of two applications per day most of which are simply emails with no need for lengthy forms. Always include all the digital copies of the above documents in your applications. Follow up with any recruiters who don’t respond within a week. Wait for the job offers to roll in. You’ll be surprised how many of your applications garner interest from schools, which are often desperate for teachers. Be patient. Weigh your options and talk to at least a few schools before committing to one. Don’t jump at the first opportunity you get; many, many more will follow. Ask to speak to a current or, better yet, a former teacher to get an idea of what the job is like and how reliable the school is about visa support, payment, etc. What visa do you need to teach English in Vietnam? You’ll need a business visa and a work permit to legally teach English in Vietnam. Here’s my wife’s visa, whom I met while teaching English in Vietnam True to its bureaucratic communist roots, the Vietnamese government absolutely loves paperwork – volumes and volumes of it. Get your pen ready, because you’ll be filling out more forms for your visa than the cumulative sum total of documents you’ve signed up until this point in your life. Note that some teachers have been known to teach without any significant issues on a tourist visa. Some employers might tell you that your tourist visa is okay to use to teach. This is risky for two reasons If caught, you face hefty fines and possible banishment from the country If a dispute ever arises with your employer, which often happens – for example, they won’t pay you – then you have no legal recourse to force them to pay up. What’s it like being an English teacher in Vietnam? I have never encountered a population more dedicated to improving their English skills than the Vietnamese. The country has an intense academic culture. Students study seemingly all day and are very well-disciplined. When I took off to teach in Northern Vietnam, which was the heart of the Viet Cong that fought the imperial French and then American forces in the Vietnam War, I was a little apprehensive because I believed there might be some remnant anti-American sentiment. I was pleasantly surprised to discover that the Vietnamese are extremely warm towards Americans and other foreigners. Their economy has boomed in recent years and they are very forward-looking in their orientation. Life is very different in Vietnam than in the West. The country only relatively recently opened its arms to foreign influence, and so retains a uniqueness that many expats in search of the “exotic” life find attractive. You’ll be impressed, for instance, by what the resourceful Vietnamese can get done on a motorbike and, more specifically, what they can carry. Road rules mean much less there. Here’s a bike on a bike – very metaphysical Get ready for some culture shock. This includes certain regions of Vietnam that have an appetite for, among other unusual cuisine, dogs. Here’s a picture I snapped at a local market in Lao Cai Every aspect of their way of life might not be for you – but, remember, as long as you’re in their country, you’ve got to accept it. For a few handy tips on navigating worklife in Vietnam, check out the interview below How does teaching in Vietnam compare to other Asian countries? Teaching in Southeast Asia, you’re likely going to experience a more tropical climate, a lower cost of living, and lower salaries than in its Eastern Asian neighbors such as China, South Korea, or Japan. If you’re looking for more developed cities and infrastructure, then teaching in countries like Vietnam or Thailand may not be for you. See more guides for teaching in Asia Teaching English in Japan Teaching English in Thailand Teaching English in South Korea Teaching English in China FAQs About Teaching English in Vietnam Let’s run down a few frequently asked questions FAQs about teaching English in Vietnam. Is teaching English in Vietnam worth it? Yes. The relatively high pay compared to regional alternatives and the low cost of living make for a wise financial decision to teach English in Vietnam. Can I teach English in Vietnam without a bachelor’s degree? Not in most instances. There are some creative workarounds, but it’s a baseline requirement for most schools as well as for a visa. Can non-native speakers teach English in Vietnam? Many schools have preferences for native-speaking teachers, but there are also positions open to non-native speakers. Are English teachers in demand in Vietnam? English teachers are in extremely high demand in Vietnam. It’s a seller’s market. AllHanoiHo Chi Minh CityDa NangVietnam GuideJob AlertsGet the latest teaching jobs sent right to your inbox. Unsubscribe anytime.⭐ Featured🔥 PopularForeign english teacher💼 THE ASIAN INTERNATIONAL SCHOOLPart-TimePrivate SchoolDear all qualified educators,The esteemed Asian International School is currently seeking exceptional native teachers from American or European backgrounds to join our team. 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