LOWER SECONDARY ENGLISH TEACHERS’ PERCEPTIONS OF THE APPLICABILITY OF LANGUAGE FRAMES IN PROJECT PRESENTATIONS

Abstract

 This study examined lower secondary English teachers’ perceptions of the applicability of language frames in English-language project presentations. A descriptive survey was conducted with 112 teachers from different localities in Vietnam. Data were collected using a 15-item questionnaire covering three dimensions: Perceived Pedagogical Relevance, Perceived Classroom Feasibility, and Perceived Student Suitability, together with one open-ended question. The three subscales demonstrated acceptable reliability, with Cronbach’s alpha values ranging from .764 to .815. Overall applicability was rated highly (M = 3.82, SD = 0.42). Teachers valued language frames particularly for organizing presentations, improving comprehensibility, and supporting less confident students. Perceived Classroom Feasibility received the lowest rating, particularly regarding the use of language frames in large classes. Responses to the open-ended question from 96 teachers also highlighted concerns about limited lesson time, possible dependence on language frames, adaptation to mixed-proficiency classes, and mechanical repetition. The findings suggest that language frames can serve as a useful form of speaking scaffolding when applied selectively, differentiated according to learner proficiency, and gradually withdrawn as students become more independent.