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Description
Despite years of mandatory instruction, many Vietnamese university graduates remain unable to communicate effectively in English, a failure largely attributable to the entrenched dominance of the Grammar-Translation method. This paper argues that the path to genuine fluency lies in the rigorous application of the Direct Method in teaching English to speakers of other languages (TESOL), moving beyond structural analysis to total linguistic immersion. We examine the cognitive interference caused by first language (L1) dependency, demonstrating how mental translation inhibits the development of spontaneous speech and listening reflexes. The study proposes a practical framework for implementing the Direct Method in the modern Vietnamese classroom, emphasizing the exclusive use of the target language, inductive grammar instruction, and the development of strategic competence through intensive question-and-answer exchanges. Furthermore, we explore how digital transformation – specifically through Learning Management Systems (LMS) and gamified platforms – serves as a critical enabler of this method, providing the objective, high-frequency input necessary to bypass the safety bias inherent in traditional grading. By shifting the pedagogical focus from linguistic knowledge to communicative performance, this approach not only aligns with the biological reality of language acquisition but also empowers educators to evaluate students based on their actual proficiency rather than administrative caution.
Keywords: Direct Method, Higher Education in Vietnam, Communicative competence, LMS, TESOL
