Instructional Practices of EFL Teachers in Relation to Students' English Performance

Amidst the government's efforts, the English communicative competence of students in Vietnam has yet to see immense progress. Mark. A. Ashwill, an American educator who served as country director of the Institute of International Education (IIE), said two key reasons preventing Vietnamese students from being fluent in English are "how English is taught and a lack of learner motivation" (Nga, 2020). Therefore, this study aimed to determine the levels of instructional practices of EFL teachers about the Stage 6 students’ English performance. To achieve this aim, the researcher used a sample of 85 teachers and an average of 30 students per teacher in a private school in a country in Southeast Asia during the first term of the 2022-2023 school year. The researcher used the descriptive-correlational method of research, which used a researcher-made questionnaire as the primary data-gathering technique. The result of Spearman rho on the relationship between the level of instructional practices of EFL teachers and the English performance of Stage 6 students is 0.108 with a p-value of 0.327 and -0.021 with a p-value of 0.845 interpreted as “not significant.” The result of this study, calls for further study in a different areas that were not included and follow up studies covering more teachers, not limited to one school, but include different schools and language centers, to validate the results.
    
Keywords: Instructional practices, EFL Teachers, students’ performance, assessment of learning, ICT integration, differentiated instructions