ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book explains that the introduction of common European framework of reference for languages in Vietnam has been abrupt and hasty without adequately considering its contextual constraints. It examines the impact of a computer-assisted language learning (CALL) training course on five university lecturers’ teaching of listening skills and the contextual factors that influenced their use of CALL technology. The book focuses on that pre-service English language teacher education programmes are foundational in building teacher capacity. Language proficiency is believed to constitute a core dimension of second language teachers’ professional competence. The issue of building and developing teacher capacity in response to the requirements of new language-in-education policies in diverse contexts has been complicated by new insights in the process of teacher learning.
