Vietnamese EFL teachers’ approach in employment of Communicative Language Teaching (CLT) via synchronous online learning

With the advent of technology-enhanced learning, research emphasizes the pivotal role of teachers' beliefs in shaping their implementation of Communicative Language Teaching (CLT), whether in traditional or virtual classroom. Nevertheless, little investigation has been conducted concerning Vietnamese EFL teachers' beliefs, especially those working in language centres and private teaching, with regards to CLT and their implementation of this approach in online contexts. This research aims to explore the universal beliefs towards CLT among Vietnamese teachers as well as their methods to apply the approach into their virtual classrooms. A mixed-methods approach, with a combination of an online questionnaire and semi-structured interviews, was adopted to generate both generalised and in-depth data from Vietnamese EFL teachers. Findings showed that Vietnamese teachers have positive beliefs towards the principles and characteristics of CLT despite certain misconceptions regarding the importance of teaching grammar and a preference for teaching speaking skills. Moreover, they demonstrated a noticeable dedication as they apply certain teaching strategies and activities associated with CLT during their virtual classes. Accordingly, the research revealed a strong link and alignment between teachers' beliefs and their implementation of the approach in virtual classrooms. The research also highlighted the relevant obstacles faced by Vietnamese teachers when adopting CLT online and potential solutions to these problems.