Reflective teaching in Vietnamese EFL contexts: a systematic review of empirical studies (2020–2025)

Reflective teaching (RT) has been recognized as a critical component of language teacher professional development (PD), yet empirical research on how RT is conceptualized and enacted within national contexts remains limited. This systematic review synthesizes 15 studies on RT among Vietnamese English as a Foreign Language (EFL) teachers published between 2020 and 2025. Guided by PRISMA 2020 procedures, the review draws from studies indexed in Web of Science and Scopus and analyzes how RT has been defined, supported, and studied across institutional settings and teacher career stages. A structured coding framework and thematic synthesis approach were used to identify patterns in research design, RT practice, data collection, and contextual mediation. Findings reveal that while RT is valued by Vietnamese teachers, RT depth and sustainability vary considerably depending on teaching experience, institutional support, and access to RT tools. The literature remains constrained by overreliance on self-reported data, limited geographical coverage, and minimal engagement with student outcomes. The review calls for more longitudinal, classroom-anchored, and contextually responsive studies that treat RT not merely as personal introspection but as a socially situated, pedagogically consequential practice. Implications are discussed for research, teacher education, and policy support for RT engagement in the Vietnamese context.