Keyword: Grounded Theory

ABSTRACT: This paper argues for the expanded use of Grounded Theory (GT) in Applied Linguistics (AL), a field increasingly characterised by complex, context-sensitive inquiries into language use. Despite its strong alignment with qualitative and interpretive paradigms, GT remains underutilised in AL research. Through illustrative examples, we highlight GT’s capacity to generate mid-range theories from real-world settings. The discussion includes the use of memoing, constant comparison, and theoretical sampling to explore the lived experiences of language learners and educators. The paper also offers practical guidance for novice researchers and suggests future GT-based directions, including research on digital discourse, translanguaging, and decolonial language policy. Ultimately, the paper positions GT as a rigorous and adaptable tool for theory-building in Applied Linguistics’ evolving methodological landscape.

ABSTRACT: This qualitative study explores the impacts of leaders’ leadership skills on the well-being of Vietnamese English as a Foreign Language (EFL) teachers. Utilizing a grounded theory approach, semi-structured interviews were conducted with six participants selected through purposive sampling from both public and private sectors. This study is important because it addresses a significant gap in existing research by focusing on the well-being of EFL teachers in Vietnam, a context where English proficiency is increasingly prioritized but where teachers face growing pressures and challenges. Understanding how leadership skills contribute to teacher well-being can inform leadership practices and policies that enhance teacher retention, job satisfaction, and ultimately, the quality of English language education. The findings revealed a range of leadership skills and practices that positively influence teacher well-being, including fostering collaboration and teamwork, adapting to changes, respecting teachers’ professional judgment, providing emotional support and fair workload distribution, promoting work-life balance, providing continuous feedback and growth opportunities, ensuring clear communication, empowering and appreciating teachers, resolving conflicts, and establishing trust.