Critical Review of Common Issues in Classroom Procedure of Vietnamese Classroom in The New Era

Abstract

Lessson planning is fundamental to the success of classroom procedure and teaching practices. The current context of Vietnamese education is still constrained by various issues. From the perspective of lesson critiques, this article  highlights the limitations of teacher-centered approaches and grammar translation methods, which hinder active student participation and communicative competence development. The paper critiques the excessive focus on rigid curriculum design and passive learning, advocating for a shift towards functional, communicative, and learner-centered methodologies. The core content covers the limited exposure to language practice, unequal student engagement, and the lack of personalized feedback. The paper also emphasizes the benefits of cooperative learning, which promotes interaction, peer assessment, and contextual language use. Recommendations include adopting more varied classroom activities, enhancing student motivation, and encouraging active learning strategies that cater to diverse learner personalities.