Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach

Although blended learning (BL) has been utilized in English language teaching globally for the past few decades, it is a new phenomenon Vietnamese context. Little research done to simultaneously investigate how students and lecturers perceive implementation as foreign (EFL) Vietnam, particularly within higher education This study thus aims lecturers’ students’ perspectives on BL an Fundamentals course at polytechnic Hanoi, Vietnam. Data was collected via online survey of 1500 non-English majors Fall 2019 semester interviews with 5 full-time EFL lecturers. The findings revealed that had positive perceptions BL. For lecturers, impacted their approach shifted grammar vocabulary from face-to-face self-studying using lessons, devoting more in-class time practicing speaking. Students meanwhile helped them develop self-autonomy learning.