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An Exploration of Teacher Roles in Blended EFL Contexts in Vietnam
Giang Nguyen
,
Elke Stracke
Research output
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peer-review
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Dive into the research topics of 'An Exploration of Teacher Roles in Blended EFL Contexts in Vietnam'. Together they form a unique fingerprint.
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Keyphrases
Blended Language Learning
100%
Vietnam
100%
Teacher Role
100%
EFL Context
100%
F2F Learning
100%
China
50%
English Language
50%
Online Learning
50%
Japan
50%
Professional Learning
50%
Singapore
50%
Blended Learning
50%
EFL Teachers
50%
Computer-assisted Language Learning
50%
Pedagogical Practices
50%
Teacher Professional Development
50%
Teacher Professional
50%
Learning Opportunities
50%
Language Ability
50%
Technology Implementation
50%
Sustainable Change
50%
Language Education
50%
Vietnamese Universities
50%
New Learning Environments
50%
Traditional Roles
50%
Design Activity
50%
Teacher Autonomy
50%
English Class
50%
English as a Foreign Language Teachers
50%
Vietnamese Context
50%
Role Learning
50%
Confucian Heritage Culture
50%
Autonomy Learning
50%
Arts and Humanities
English as a Foreign Language
100%
Vietnam
100%
EFL context
100%
Blends
66%
English
33%
Designer
33%
Learning Environment
33%
Online
33%
Computer-Assisted Language Learning
33%
Independent
33%
China
33%
Capabilities
33%
Japan
33%
Korea
33%
Professional Learning
33%
Singapore
33%
Qualitative Data
33%
Blended Learning
33%
language teachers
33%
Confucian
33%
Language-in-education
33%
Social Sciences
English as a Foreign Language
100%
Teacher Role
100%
Language Instruction
75%
Language Development
50%
English
25%
China
25%
Japan
25%
Electronic Learning
25%
Educational Environment
25%
Professional Learning
25%
Autonomy
25%
Singapore
25%
Computer-Assisted Language Learning
25%
Pedagogical Practice
25%
Korea
25%
Learning Opportunity
25%
Professional Growth
25%
Psychology
Language Learning
100%
Computer-Assisted Language Learning
50%
Online Learning
50%
Autonomy
50%