FACTORS AFFECTING TESOL STUDENTS’ ENGLISH LANGUAGE TEACHER IDENTITY DEVELOPMENT

Lê Đình Hà My; Trần Quốc Thao

doi:10.34238/tnu-jst.5265

FACTORS AFFECTING TESOL STUDENTS’ ENGLISH LANGUAGE TEACHER IDENTITY DEVELOPMENT

About this article

Received: 17/11/21 Revised: 09/03/22 Published: 09/03/22

Authors

1. Le Dinh Ha My, Ho Chi Minh City Industry and Trade College (HITC), Vietnam
2. Tran Quoc Thao , HUTECH University, Vietnam

Abstract

The development of language teacher identity plays an important part in the professional development of teachers. However, in the context of Vietnam, factors affecting the language teacher identity development of TESOL students have not been much paid attention. In this context, this study aims at exploring the factors that affect TESOL students' English language teacher identity development at a context of a higher education in Ho Chi Minh City, Vietnam. The study included one hundred TESOL students participating in questionnaires. The results of the study that three factors, namely student-teacher related factors, teacher-trainer related factors and learning context-related factors affected the development of TESOL students' English language teacher identity positively. The student-teacher factors had the strongest influence. These results are hoped to contribute to a better understanding of TESOL students' perception on the development of language teacher identity.

Keywords

Language teacher identity; TESOL student; Personal identity; Professional identity; Factor

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DOI: https://doi.org/10.34238/tnu-jst.5265

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