Investigating Vietnamese EFL Teachers' Learning Outcomes from a Professional Development Course

Abstract

This study investigated how Vietnamese EFL teachers learned from a professional development training course and what knowledge they gained. Using a mixed-methods design, data were collected from 37 teachers through a questionnaire and from four teachers via semi-structured interviews. Based on Garet et al.'s (2001) four dimensions of active learning: (1) observing and being observed, (2) planning classroom implementation, (3) reviewing students' work, and (4) presenting, leading, and writing, the findings indicated moderate learning across all domains. Teachers reported improved ability to apply Communicative, Task-Based, and Project-Based approaches, supported by peer collaboration, expert feedback, and reflective activities. The results highlight that professional development is most effective when it promotes active, context-sensitive, and collaborative learning. The study provides insights for designing sustainable EFL teacher training programs aligned with Vietnam's current educational reforms.