High school efl teachers’ self-directed strategies in response to the standards-based proficiency level
Main Article Content
Abstract
This investigation focuses on the self-directed proficiency development strategies of EFL high school teachers in the Mekong Delta for achieving the standards-based proficiency level required by the National Foreign Language Project 2020. The results indicated that the teachers were rarely engaged in activities to develop their English proficiency and finding learning materials via the Internet was the most popular strategy.
Keywords
teachers’ language proficiency, self-directed strategies, professional development.