Vietnam Study Finds Over 64% Teachers Unfamiliar with Foreign Language Competency Framework

A joint study by the Vietnam Institute of Education Science and the British Council surveyed more than 2,100 teachers in 34 provinces. The research revealed that over 64% of respondents have never used the current foreign‑language teacher competency framework.

Most teachers have extensive experience—over half have taught for more than 15 years—and rate their core pedagogical skills highly. However, they report low implementation of new technology and AI‑related ethical practices, with many indicating they have not applied these competencies at all. CLIL (Content‑and‑Language‑Integrated Learning) teachers in rural and disadvantaged areas show the greatest gaps, partly due to limited English proficiency.

The findings highlight significant gaps in professional development and call for a comprehensive overhaul of the framework to support Vietnam’s goal of making English a second language in schools.