Main Article Content


This qualitative study delves into the impacts of taking on the role of a class monitor among Vietnamese English-major students, focusing on the nuanced experiences and growth trajectories stemming from this leadership position. Conducted within two higher education institutions in the Mekong Delta, the research employed semi-structured interviews to capture the voices and narratives of 15 participants. Grounded in the Constructivist Grounded Theory and the Phenomenological Approach, the study unearthed several pivotal themes. These included feelings of empowerment through leadership responsibilities, the intricate balancing act of cultural mediation and dual identities, enhancement of English communication skills, the evolution of prioritization skills, profound introspective journeys towards self-realization, and a deep-seated desire to inspire and create a lasting legacy. The findings not only shed light on the multifaceted impacts of the class monitor role but also underscore the transformative potential of such positions in fostering personal and academic growth. The study contributes uniquely to the discourse on student leadership, offering educators, policymakers, and institutions a deeper understanding of the experiences and challenges faced by student leaders in a Vietnamese context. It emphasizes the importance of recognizing and harnessing the profound personal and collective journeys these roles can initiate.


Class Monitors Leadership Qualitative Exploration Vietnamese English Students

Article Details

How to Cite
Le, T. T., Nguyen, D. P., Ho, T. V., Nguyen, T. H. V., Nguyen, T. H. V., & To, T. K. T. (2024). Navigating Leadership and Identity: A Qualitative Exploration of Class Monitor Roles among Vietnamese English-Major Students. FOSTER: Journal of English Language Teaching, 5(1), 1-18.


  1. Askildson, L. R., Kelly, A. C., & Mick, C. S. (2013). Developing multiple literacies in academic English through service‐learning and community engagement. TESOL Journal, 4(3), 402-438.
  2. Baron, L., & Parent, É. (2015). Developing authentic leadership within a training context: Three phenomena supporting the individual development process. Journal of Leadership & Organizational Studies, 22(1), 37-53.
  3. Benjamin, B., & O'reilly, C. (2011). Becoming a leader: Early career challenges faced by MBA graduates. Academy of Management Learning & Education, 10(3), 452-472.
  4. Blackwell, C., Cummins, R., Townsend, C. D., & Cummings, S. (2007). Assessing perceived student leadership skill development in an academic leadership development program. Journal of Leadership Education, 6(1), 39-58.
  5. Bodewig, C., Badiani-Magnusson, R., Macdonald, K., Newhouse, D., & Rutkowski, J. (2014). Skilling up Vietnam: Preparing the workforce for a modern market economy. World Bank Publications.
  6. Bowman, R. F. (2007). How can students be motivated: A misplaced question?. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(2), 81-86.
  7. Cardiff, S., McCormack, B., & McCance, T. (2018). Person‐centred leadership: A relational approach to leadership derived through action research. Journal of Clinical Nursing, 27(15-16), 3056-3069.
  8. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
  9. Chen, G., Smith, T. A., Kirkman, B. L., Zhang, P., Lemoine, G. J., & Farh, J. L. (2019). Multiple team membership and empowerment spillover effects: Can empowerment processes cross team boundaries?. Journal of Applied Psychology, 104(3), 321 –340.
  10. Coleman, M., & Glover, D. (2010). Educational Leadership And Management: Developing Insights And Skills: Developing Insights and Skills. McGraw-Hill Education (UK).
  11. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
  12. Daft, R. L. (2014). The leadership experience. Cengage Learning.
  13. Day, D. V., Riggio, R. E., Tan, S. J., & Conger, J. A. (2021). Advancing the science of 21st-century leadership development: Theory, research, and practice. The Leadership Quarterly, 32(5), 101557.
  14. Goffee, R., & Jones, G. (2015). Why should anyone be led by You? With a new preface by the Authors: What it takes to be an authentic leader. Harvard Business Review Press.
  15. Hairon, S., & Dimmock, C. (2012). Singapore schools and professional learning communities: Teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405-424.
  16. Hamdani, M. R. (2018). Learning how to be a transformational leader through a skill-building, role-play exercise. The International Journal of Management Education, 16(1), 26-36.
  17. Harklau, L. (2000). From the “good kids” to the “worst”: Representations of English language learners across educational settings. TESOL Quarterly, 34(1), 35-67.
  18. Howard, T. C. (2003). “ A tug of war for our minds:” African American high school students' perceptions of their academic identities and college aspirations. The High School Journal, 87(1), 4-17.
  19. Ismail, S. A. A., & Al Allaq, K. (2019). The nature of cooperative learning and differentiated instruction practices in English classes. SAGE Open, 9(2), 2158244019856450.
  20. Kadiwal, L., & Durrani, N. (2018). Youth negotiation of citizenship identities in Pakistan: Implications for global citizenship education in conflict-contexts. British Journal of Educational Studies, 66(4), 537-558.
  21. Kouzes, J. M., & Posner, B. Z. (2018). The student leadership challenge: Five practices for becoming an exemplary leader. John Wiley & Sons.
  22. Love, P. G., & Estanek, S. M. (2004). Rethinking student affairs practice. John Wiley & Sons.
  23. Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
  24. Patterson, B. (2012). Influences of student organizational leadership experiences in college students leadership behaviors. E Journal of Organizational Learning & Leadership, 10(1), 1-12.
  25. Poole, A. (2016). ‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China. Cogent Education, 3(1), 1156242.
  26. Quinlan, K. M. (2014). Leadership of teaching for student learning in higher education: what is needed?. Higher Education Research & Development, 33(1), 32-45.
  27. Rhoads, R. A., & Valadez, J. R. (2016). Democracy, multiculturalism, and the community college: A critical perspective. Routledge.
  28. Ross, S. C. (2015). The road to self-leadership development: Busting out of your comfort zone. Emerald Group Publishing.
  29. Swaffield, S. (2008). Critical friendship, dialogue and learning, in the context of Leadership for Learning. School Leadership and Management, 28(4), 323-336.
  30. Thompson, A. (2014). Fostering growth and development of recovering students in higher education through servant leadership. Peabody Journal of Education, 89(2), 244-257.
  31. Torres, V., Jones, S. R., & Renn, K. A. (2009). Identity development theories in student affairs: Origins, current status, and new approaches. Journal of College Student Development, 50(6), 577-596.
  32. Truong, T. D., Hallinger, P., & Sanga, K. (2017). Confucian values and school leadership in Vietnam: Exploring the influence of culture on principal decision making. Educational Management Administration & Leadership, 45(1), 77-100.
  33. Wallin, D. (2003). Student leadership and democratic schools: A case study. NASSP Bulletin, 87(636), 55-78.
  34. Wong, M. C., Lau, T. C., & Lee, A. (2012). The impact of leadership programme on self-esteem and self-efficacy in school: A randomized controlled trial. PloS One, 7(12), e52023.
  35. Wood, M. (2017). Foreign language classrooms: Native versus non-native teachers and culture integration. The Cardinal, 12(3), 124-137.
  36. Xu, S., Wang, Y. C., & Wen, H. (2019). A case study for student leadership development: A goal setting perspective. Journal of Hospitality, Leisure, Sport & Tourism Education, 24, 168-177.