“I CAN NOW GET ACTIVELY ENGAGED IN DIFFERENT CONVERSATIONS” - EFL STUDENTS’ VOICES ON THE USE OF THE DOGME ELT APPROACH IN ENGLISH-SPEAKING LEARNING

The Dogme English language teaching (ELT) approach is believed to promote EFL students’ ability to use the target language naturally and effectively; nonetheless, this approach is still underexplored in various contexts. This embedded mixed-methods study examines Vietnamese EFL students’ perceived impacts of the Dogme ELT approach on their English-speaking learning. 90 high school EFL students were conveniently selected to complete a questionnaire, while 10 of them voluntarily took part in interviews. This study employed quantitative analysis through SPSS software alongside qualitative content analysis. The findings demonstrated that the participants regarded the Dogme ELT approach as effective for fostering their English-speaking learning, particularly by augmenting their speaking willingness, increasing their speaking engagement, dedicating more time to practice, and advancing English-speaking proficiency. The pedagogical values can be derived from this study in relation to the use of the Dogme ELT approach in fostering EFL students’ speaking language skills and enriching their broader language learning experience.