How i+1 Is Differently Provided: Teacher Identity and Input Comprehensibility in a Vietnamese English-as-a-Foreign-Language Classroom

Abstract

This mixed-methods study explored how three distinct teacher profiles (one Vietnamese English-as-Foreign-Language (EFL) teacher, one native English-speaking teacher, and one non-native English-as-Second-Language (ESL) teacher) provided comprehensible input in a private-sector EFL classroom in Vietnam. Data were collected through classroom observations and learner reflection questionnaires. Observation notes were thematically analyzed to investigate their input-providing strategies, interactional patterns, and scaffolding techniques. Questionnaire data were analyzed descriptively to measure learners’ perceived comprehension and engagement. The unique effectiveness of teacher input was evaluated by comparing learners’ reported understanding across three classes and by examining classroom evidence of negotiation for meaning and uptake. The findings indicated that all three teachers succeeded in making input comprehensible but differed in pedagogical approaches: the Vietnamese teacher relied primarily on translanguaging practices, the native English-speaking teacher emphasized gestures and visual aids, and the non-native ESL teacher employed balanced linguistic simplification and interactive scaffolding. Notably, the ESL teacher’s input yielded the highest levels of perceived comprehension and sustained engagement among learners. The study highlighted the significance of the comprehensible input across teacher identities and suggested implications for language teacher development in multilingual contexts.