Factors Affecting the Learning Experiences of Two EFL Teacher Students in Vietnam and South Korea

Abstract

This study investigates the learning experiences of two Vietnamese undergraduate students enrolled in English as a Foreign Language (EFL) teacher education programs in Vietnam and South Korea. Using a comparative narrative inquiry design, data were collected through semi-structured interviews and reflective artifacts (a practicum journal and a teaching portfolio). Korthagen’s Onion Model of Teacher Development was adapted as the analytical framework to explore the factors shaping EFL teacher students’ learning trajectories (1) navigating structure and culture in different academic systems (environment), (2) growing through trial, error, and reflection (behavior, competencies) and (3) expanding teacher identity through emotional and relational work (beliefs, identity, and mission). The study concludes that teacher development is not linear nor one-size-fits-all, but deeply shaped by learners’ individual meaning-making processes within culturally situated contexts. Implications are offered for training programs and teacher educators seeking to balance structure and autonomy in responsive, context-sensitive ways.

Keywords: EFL teacher education, undergraduate, narrative inquiry, Vietnam, South Korea, learning experiences

DOI: 10.7176/JEP/16-9-17

Publication date:August 31^st 2025