Thesis Summary: A Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in Vietnam

Given the fact that EFL teachers’ emotions and emotion regulation are of great importance since they have a direct impact on teachers’ teaching and students’ learning and that teachers’A Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in VietnamA Study on EFL University Teachers’ Emotion Regulation Strategies in the classrooms in Vietnam

MINISTRY OF EDUCATION AND TRAINING

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND

INTERNATIONAL STUDIES

-

NGO THI CAM THUY

A STUDY ON EFL UNIVERSITY TEACHERS’ EMOTION REGULATION

STRATEGIES IN THE CLASSROOMS IN VIETNAM

The study is finished at:

University of Foreign Languages and International Studies,

CHAPTER 1: INTRODUCTION

1.1 Rationale for the study

Teacher emotions and emotion regulation are significant topics in education in general; however, in the field of English language education, they have been pointed out to be underresearched (Bielak & Mystkowsks-Wiertelak, 2020; Fathi & Derakhshan, 2019; Greenier et al., 2021 Talbot & Mercer, 2018;) Su and Lee (2024) recently specified that scant research exists on how EFL teachers employ emotion regulation (ER) strategies within EFL contexts Similarly, Martínez and Azzaro (2018) stated that research into L2 teachers’ emotions in educational contexts was practically limited

Research in English language teacher education unconsciously seems to marginalize teachers’s emotions (Golombek & Doran, 2014) In fact, “there is often an underestimation of the complexity of teaching: teaching is often perceived as a rational activity, but the emotional complexity of teaching is neglected” (Schutz & Zembylas,

2009, p 19) In the classrooms, particular situations may lead to the inducement of teachers’ negative emotions, for example, anger, irritation disappointment, etc These scenarios need exploration for the sake of ELT teachers’ well-being and teaching efficacy

The desire to enhance EFL teachers’ professional passion in teaching English to English-majored students has imprinted into my mind over the years of teaching in a private university I have been approached by several colleagues who have expressed their struggles with dealing with negative emotions while teaching They have mentioned experiencing feelings of anxiety, anger, frustration, disappointment, dissatisfaction, and shame These emotions have had a significant impact on the classroom atmosphere and their overall mood Additionally, there has been a concerning trend of EFL teachers leaving their positions at universities due to challenges such as student misbehaviors and heavy workloads This has not only affected the morale of existing teachers but has also had a demotivating effect on younger students who aspire to pursue a career in teaching As a senior EFL teacher, this burning issue has urged me to carry out research into EFL teachers’ emotions and how they regulate these unexpected emotions for the sake of teaching efficacy

Given the fact that EFL teachers’ emotions and emotion regulation are of great importance since they have a direct impact on teachers’ teaching and students’ learning and that teachers’ emotions while teaching are underresearched, the current study was set out to promote our understanding of the EFL teacher emotions, their emotion regulation and the impact of EFL teachers’ emotion regulation on their teaching The

findings of the current study contribute to enhancing our understanding of the intricacies and complexities of teachers’ emotional processes that arise when teaching English in the classrooms They can also shed light on when and how emotions can and should be regulated by EFL teachers for designing interventions targeting teacher emotion regulation for better English teaching and learning

1.2 Research aims of the study

This study seeks to understand both positive and negative emotions that EFL teachers experience and how they regulate the negative ones It also aims to see how EFL teachers’ emotion regulation impacts their English teaching in the classrooms in the tertiary context to provide implications for teachers to mitigate negative emotions for English teaching efficacy

1.3 Research questions

This study seeks to answer the following research questions:

(1) What emotions do EFL teachers report experiencing during teaching English in the classrooms?

(2) How do EFL university teachers regulate their emotions while teaching English in the classrooms?

(3) What is the perceived impact of EFL teachers’ emotion regulation on their English teaching in the classrooms?

1.4 Research scope

Teachers’ emotions and emotion regulation cover broad topics The current study, however, only focuses on the emotions that the teachers experience inside the classroom while they are teaching English to university students It captures both the positive and negative emotions of teachers but analyses the strategies that they use to regulate the negative ones as only those need regulating (Gross, 2015) Teachers may bring with them different kinds of emotions but the current study only explored the ones associated with teaching English as recorded on the videos and their reflections via stimulated recall interviews, journals, and in-depth interviews

1.5 Significance of the study

Theoretically, the current study adapts the theories on teachers’ emotions in psychology and interdisciplinary fields, especially the process model of emotion regulation by Gross (2015) into EFL studies The findings of the current study would extend the key concepts of teachers’ positive and negative emotions and how they regulate the negative ones Methodologically, the study sheds light on the use of a qualitative approach, more specifically, a case study, to explore deep meanings related

to seven cases of EFL teachers’ emotions when teaching English in the tertiary context Pedagogically, the significance of this study is twofold In the broad sense, it highlights the range of causes leading to emotions that EFL teachers encounter and the

need for effective emotion regulation during English lessons The development of teacher education programs may benefit from an understanding of EFL teachers' emotions from the perspective of teachers

1.6 Organization of the Thesis

CHAPTER 2: LITERATURE REVIEW 2.1 Teachers’ Emotions

Emotions are a crucial part of a teacher's daily experience, as they engage in to-face interactions with colleagues, students, and students’ parents According to Ogbonna and Harris (2004) and Ybema and Smulders (2002), successful teaching requires the skill of expressing certain emotions while managing others Moreover, emotions are shown to significantly influence every aspect of the teaching and learning process within the field of education They have a notable impact on teachers' abilities

face-to retain information, maintain focus, and exhibit emotive, motivating, and cognitive traits (Heydarnejad, et al., 2017)

In general, emotion in this study is defined as a person's cognitive interpretations, and assessments of particular situations are the foundation of the teaching process, which is founded on cognitive interpretations and assessments of specific situations (Schutz & Lanehart, 2002) For example, an EFL teacher may express their irritation when a student fails to give a correct answer and his/her cognitive interpretation of the incident is that the student has not paid due attention to the lesson and the teacher has to either ignore the behavior of the student to continue with the lesson or assesses the situation and adjusting the lesson to make it easier for students to understand

2.2 Emotions of language teachers

2.2.1 Positive emotions of language teachers

Positive emotions can be a powerful driving force Psychologists identify emotions as positive if they bring pleasure or arise from progress toward a goal Teachers often describe the joy of teaching and the satisfaction that comes from seeing their students learn and grow (Hargreaves, 1998b) Furthermore, teachers find great pleasure in forming strong connections with their students, especially when they respond positively (Hargreaves, 2000) By fostering these positive emotions, teachers can create a truly supportive and engaging learning environment for their students In the study by Heydarnejad et al (2017), positive emotions of EFL university teachers were found to include enjoyment and pride

2.2.2 Negative emotions of language teachers

Like teachers of any other subjects, EFL teachers require a variety of coping mechanisms to deal with intrinsic job-related stressors at both the school and administrative levels, including workload, workplace stressors, social support, and issues with classroom management (Gross & Richards, 2006; Chang et al., 2022) Therefore, it is acceptable to assert that EFL teachers may experience significant levels

of work-related stress and negative emotions throughout their careers (Laurenţiu et al., 2017; Maslach, Schaufeli, & Leiter, 2001; Alzahmi et al., 2022)

Last but not least, cultural discrepancy has become an obstacle for EFL teachers in their teaching in the classrooms In the realm of traditional teaching, students acquire proficiency in pronunciation, grammar, vocabulary, and various language skills such as listening, speaking, reading, writing, and translating However, despite these accomplishments, they may still not achieve a complete understanding and mastery of the English language English, as a foreign language, encompasses not only the linguistic aspects but also the cultural elements intertwined with it In the classrooms, EFL teachers may become upset and occasionally impatient when students are unable to comprehend a certain concept, and they become irritated when they witness instances of misconduct of students In this study, negative emotions are contextualized in EFL classrooms and experienced by EFL teachers; thus, the definition of negative emotion is adapted from Cowie (2003) and (Heydarnejad et al., 2017), it indicates EFL teachers’ frustration, disappointment, anger, anxiety, shame, and boredom while teaching

2.3 Emotion Regulation Strategies of Language Teachers

Emotion regulation is achieved through behavioral and cognitive actions known as

emotion regulation strategies (Chen & Tang, 2024; Gross, 2015; Koole, 2009) Emotion

regulation strategies are employed for a diverse range of intrapersonal and interpersonal reasons In the field of language education, Morris (2022) pointed out, “language teachers can make agentive decisions about emotion regulation and that they can articulate such decisions” (p 2) Emotion regulation strategies in this study are acts that are employed by EFL teachers to change the direction of emotions Emotion control tactics can range in complexity, focusing on the external environment, attentional systems, cognition, or the componential effects of emotional episodes

2.3.1 Interpersonal emotion regulation strategies of language teachers

Interpersonal emotion regulation, according to Bielak and Wiertelak (2020) is of crucial importance for language teachers since it can help teachers “in managing the emotions of learners caught up in the sensitive and emo- tionally-loaded process of language learning” (p 3) Interpersonal emotion regulation makes use of social contact to regulate one’s own emotions In the current study, the aims were to see how EFL teachers managed their own emotions without social contact

Mystkowsks-or receiving responses from other persons to regulate their emotions, it explMystkowsks-ored only intrapersonal

2.3.2 Intrapersonal emotion regulation strategies of language teachers

Considering emotion regulation as an intrapersonal function, Gross (1998) defines this term as “processes by which individuals influence which emotions they have, when they have them, and how they experience and express these emotions” (p 275) Intrapersonal emotion regulation indicates the processes by which EFL teachers reveal the emotions involved in their teaching in the classroom, the way they experience these

emotions and show them, especially the negative ones as these negative emotions are the focus of the current study In the current study, emotion regulation as an intrapersonal activity is the capacity of EFL teachers to self-respond to the ongoing demands of experience with the range of emotions in a socially acceptable manner that

is sufficiently flexible to permit spontaneous reaction as well as the capacity to delay spontaneous reactions as necessary and give them more control over their negative emotions

2.3.4 Impact of teachers’ emotion regulation on EFL teaching and learning

In general, teachers’ emotions are considered to be causally linked with student learning and the reverse direction of effects (Frenzel et al., 2021) Emotions significantly influence various aspects of the teaching process (Roseman & Smith, 2001) and are based on individuals' interpretations and evaluations of events (Schutz & Lanehart, 2002) Through emotion regulation, EFL teachers manage their emotions and stress when confronting challenges, and consequently are adept in evaluating, adjusting, and directing their emotions, including both positive and negative ones, which leads to satisfaction and enjoyment from their job (Li & Li, 2022) Regarding anger as a negative emotion and studying how it impacts EFL teachers in the lessons, Cowie (2003) found that experienced TEFL teachers tended to use their anger in a strategic way to control students In general, EFL teachers’ emotions tend to influence their classroom teaching and direct students’ learning When facing negative emotions if EFL teachers manage these negative emotions well, teachers may have satisfaction and enjoyment from their job and their teaching efficiency can be enhanced

2.4 The theoretical framework for the current study

2.4.1 The process model of emotion regulation

This study adapts the process model of emotion regulation initially introduced by Gross (1998) and elaborated by Gross (2015) The process model for regulating emotions by Gross (1998, 2015) (Figure 2.2) took into account the emotion generation cycle and the fact that emotions are multi-components (Scherer 2005; Jacobs & Gross, 2014) The processes by which people control the emotions they experience, when they feel them, and how they experience and display these emotions are referred to as the process model of emotion regulation by Gross (1998) (p 275) This cognitive model places more emphasis on controlling one's own emotions (also known as self-emotion management) rather than controlling the emotions of others

The process model of emotion regulation by Gross (1998; 2015) outlines five emotion regulation strategies: situation selection, situation modification, attention deployment, appraisal, and reaction modulation Situation selection and situation modification techniques address the process's situational stage, attention deployment strategies address the attention stage, cognitive change strategies address the appraisal stage, and reaction modulation strategies address the response stage Below is the

diagram of the process model of emotion regulation by Gross (2015):

Figure 2.1 The process model of emotion regulation (Gross, 1998;

of the teaching profession in Vietnam This research is conducted in Vietnamese universities where university instructors must demonstrate a high level of competence

in both pedagogical and research issues for their acceptance into universities Additionally, university professors in general and EFL university professors in particular are said to be the foundation of society because they are responsible for preparing their students for the future (Namaziandost et al., 2023) In that situation, EFL teachers have to boost their work engagement and increase their self-efficacy to assist themselves control their burnout at the workplace

Even though many studies have been devoted to the emotion regulation of EFL teachers, no empirical study has been conducted to investigate the associations between EFL teachers' ER strategies under a combination of both intrapersonal and interpersonal perspectives This study will fill this gap The current study examines EFL teachers’ ER from the intrapersonal perspective The purpose of the current study is to analyze the emotion control and strategy utilization of EFL teachers using the process model of emotion regulation as a framework In addition to conventional self-report measures, a qualitative approach is employed to investigate the relationship between teachers' ability

to regulate their emotions This study is a response to the request for a deeper knowledge of teacher self-regulation, including its ability to predict student learning outcomes and monitor an effective teaching approach

2.5 Review of previous studies

Studies of EFL teachers’ emotions and emotion regulation in language teaching are quite recent, with more publications occurring after 2016 in various educational contexts which have mainly focused on teachers at the tertiary level as in this study

First, with the theme of exploring EFL teachers’ emotions in teaching, the study

by Kırmızı and Sarıçoban (2020) measured pre-service EFL teachers’ emotions, their beliefs about teaching approaches and see potential correlations among them with the use of two sets of questionnaires The results indicate that the EFL teachers perceived emotions to be important for the educational process However, when teaching, the most common emotion among pre-service EFL teachers is “fear” and the most preferred teaching approach is the “knowledge transmission approach.” In addition, the findings

also show that “sadness” is highly related to the “knowledge transmission approach”

Second, research on EFL teachers’ emotion regulation and its impact on teaching has been done quite recently in the last decade thanks to the call for studies on this topic

to help teachers with keeping good well-being for teaching The scant previous studies also explore the specific strategies that teachers employ to regulate their emotions For example, the study by Wijaya (2021) aimed to explore the specific strategies EFL teachers apply to regulate their emotions via narrative inquiry and interviews to better obtain more obvious portrayals of the teachers’ real-time experiences of managing their emotional states for particular teaching periods The findings of this study displayed that the control of EFL teachers’ negative emotions would enable learners to achieve their expected learning outcomes In other words, when teachers knew how to mitigate the negative emotions occurring they were more likely to promote more conducive and pleasurable learning circumstances

Also in the theme of emotion regulation in teaching English, Thumvichit (2023) investigated 44 Thai EFL teachers and their emotion-regulation strategies in response to classroom stressors and found four distinct types of emotion-regulation strategies: adaptive, expressive, suppressive, and avoidant Data reveal that among the teachers, one group mitigated the stress arising from poor student performance by seeking support from others The second and third groups used situation modification to manage stress related to self-esteem and student engagement, respectively

Morris and King (2023) focused on a specific type of emotion regulation, namely, L2 teachers’ instrumental emotion regulation, the deliberate and conscious use of emotion regulation strategies to achieve specific goals or outcomes in teaching He identified six types of emotion regulation strategies including reappraisal, suppression, humor, venting, distraction, and social support The absence of gender variance in the study is one of its limitations, as all three research participants are female The quantity

of participants is another clear restriction of this qualitative investigation The current study will address this research gap

In the context of Vietnam, Phan and Pham (2023) explored the emotional experiences of Vietnam language teachers at the onset of the global pandemic when they taught online Viewed from the poststructuralist approach, the study found how the emotional rules, for example, hiding emotions in class and discursive practices, for instance, teacher as a parent, teaching for quality implicitly and explicitly imposed on teachers when choosing the expression of certain emotions The finding also revealed some reported negative emotions including anxiety, worry, or confusion stemming from the teachers’ care for students The analysis of teachers’ emotional expression and regulation unpacks how they attempted to exhibit positive emotions and avoid negative

emotions because they cared about their students’ well-being and emotions

The most recent study on teachers’ emotions by Ngo (2024) explored teachers' emotional experiences related to student issues Using in-depth interviews with six experienced EFL lecturers in Vietnam, the study found that student-related factors, including student engagement and behavior, significantly influence teacher emotions

To deal with the problems related to emotions, the lecturers employed various strategies

to interpret and respond to their emotions, such as suppressing or expressing them

2.6 Gaps in the Literature

The gaps in the literature could be seen from theoretical gaps (Jacobs, 2011), methodological gaps (Miles, 2017), and population gaps (Muller-Bloch & Kant, 2014) First, theoretically, the majority of the research currently conducted on ER in language education focuses on how EFL teachers can support their students' ER (Zhao

& Song, 2022) It is critical to focus on the negative emotions that teachers are experiencing as they adjust to the increased demands of language education, as their inability to control their emotions can have major detrimental effects on their well-being and students' emotions (Carson & Templin, 2007) In other words, there is a critical need for study on teachers' ER strategies when teaching English as a second language due to the paucity of studies on the subject and the rising emotional demands placed on EFL teachers

Second, in terms of research methodology, the previous studies (e.g Heydarnejad

et al., 2021; Heydarnejad et al., 2022; Li, 2023; Morris & King, 2023; Namaziandost et al., 2023, Wijaya, 2021) mainly relied on mixed methods or questionnaire to collect responses related to EFL teachers’ emotions There is a need to explore the topic in depth using a case study to examine the complexity of EFL teachers in teaching English

in the classroom

Third, although there have not been studies on the topic of EFL teachers’ emotion regulation among general education teachers, research on emotion regulation among Vietnamese EFL teachers while teaching English in the classrooms is still scant Ngo (2024) pointed out that there is limited research on the emotions of EFL teachers in Vietnam

CHAPTER 3 RESEARCH METHODOLOGY 3.1 Methodological framework for the study

The methodological framework for the current study is presented in Figure 31 below:

Figure 3.1 Structured framework for collecting, coding, and analyzing data about

EFL teachers' emotions in the classrooms

3.2 Qualitative Research Approach

The current study used a qualitative approach to triangulate the findings obtained from recorded classroom observation, stimulated recall interviews, journal entries, and semi-structured interviews to shed light on the strategies that EFL teachers use to manage their emotions and employ coping mechanisms while using the process model

of emotion regulation as a framework

3.3 Research design

3.3.1 Case study

The current study adopted a case study design “Most definitions of case study highlight the bounded, singular nature of the case, the importance of the context, the availability of multiple sources of information or perspectives on observations, and the in-depth nature of analysis” (Duff, 2008 p 22) The current study is an intensive study

of multiple cases (seven cases) to shed light on the topic of EFL teachers’ emotions in teaching English in the classrooms It is exploratory and descriptive in nature to serve the aims of the study to obtain an in-depth understanding of relevant layers of meaning related to EFL teachers’ both positive and negative emotions while teaching English and how they regulate negative ones The research design is described in the following table

Table 3.1

The Research Design

EFL TEACHERS’ EMOTION REGULATION IN THE CLASSROOMS

QUALITATIVE RESEARCH Participants Instruments Case study

Triangulation

in data collection and interpretation

of results of cross cases

(1) What emotions do EFL teachers report to experience during teaching English in the classrooms?

Stimulated recall interviews

(2) How do EFL university teachers regulate their emotions while teaching English in the classrooms?

Journal entries (3) What is the perceived

impact of EFL teachers’ emotion regulation on their English teaching in the classrooms?

Semi-structured interviews

Case study research was used in the current study because it was descriptive and accessible, enabling researchers to explore complex phenomena in detail and gain a deep understanding of the subject under investigation

3.3.2 Triangulation

In this study, sequential mixed-method triangulation strategy (Creswell, 2003) was employed as presented as in Figure 3.1 below:

Figure 3.1 Triangulation in the current study (Adapted from Creswell, 2013)

3.4 The Research Setting

The current study was conducted at a university in Vietnam At this university, students who enrolled in programs where English is the instruction language of teaching were required to take the National High School Graduation Exam or their school records can be examined for the required GPA The EFL teachers in the current study had roles and responsibilities in teaching and administrative duties within the faculty, such as supervising students, creating English language teaching materials over the books used in the programs, invigilating end-of-term exams, and teaching courses in a limited amount of time

3.5 Research Participants

The seven participants’ characteristics, experiences, and context aligned with the current research’s objectives to ensure the study's validity More importantly, their availability was a vital consideration because case studies involved in-depth and longitudinal research, which required the participants to be committed over a period of time For these reasons, purposive sampling was used (Guba & Lincoln, 1994; Patton, 2002) The recruitment of the seven EFL teachers in the current study was on purpose

to gain such insights, purposive and to contribute to the richness of data collected and help increase the possibilities of uncovering multiple realities

3.6 Data Collection Instruments

To study EFL teachers' perspectives, the data were collected from video-recorded classroom observations, stimulated recall interviews, journal entries, and semi-structured interviews Through an introspective approach, the researcher provided examples of stimulated recall interviews, journals, and in-depth interviews showing accounts of emotion regulation motives and strategies, meticulous examination of several instances within 45 minutes, and objective observations of emotion regulation 3.6.1 Video-recorded classroom observation

3.6.2 Stimulated recall interview

3.6.3 Journal

3.6.4 In-depth interview

3.7 Procedure for implementing the case study

3.7.1 The pilot study

To address these two difficulties, an extensive piloting procedure was conducted between September 20th and September 30th, 2023, with one EFL teacher participating

in the qualitative pilot research This teacher shared similar characteristics to the participants in the main study The pilot participant was recorded in her classroom teaching, participated in the stimulated recall interview, wrote journals, and answered the in-depth interview to see whether the tools were able to elicit data to answer the research questions and whether the questions were clear to the participant

3.7.2 The main study

For classroom recording, to acquire detailed information, the researcher diligently conducted three observations during each class Before the start of each class, the researcher arrived punctually, warmly greeted the teachers and students, and took a seat

on the side of the room to ensure an unobstructed view of both teachers and students For stimulated recall interviews, the researcher proceeded to one of the empty classrooms as a location for both the researcher and the teacher to look at the video incidents with the teacher’s captured emotions for the stimulated recall interview The participants were given the choice of languages either in Vietnamese or in English With their consent, the participants allowed for the use of a mobile phone to record both the stimulated recall interviews and later in-depth interviews The interviews ranged in length from roughly 45 minutes to 60 minutes Following the stimulated recall interviews, the researcher asked seven participants to write their journals, and their reflecting ideas on positive and negative emotions they encountered in their class in intervals as two sessions in a week The EFL teachers wrote and reflected on what they felt, both positive and negative cases with the strategies they utilized while they taught English during their classes for 5-10 minutes at the end of each session Finally, in-depth interviews were carried out Each participant was interviewed about 30 minutes in Vietnamese The mobile phone was used to audio-record each in-depth interview