Vietnamese EFL Teachers’ Trio-Reflections on Text-Driven Materials Development

While Tomlinson’s text-driven approach to materials development has garnered significant attention, there is limited understanding of how teachers reflect on their lived experiences and utilise these reflections in future planning. To address this gap, this qualitative multiple-case study examined the trio-reflections of three Vietnamese English-as-a-Foreign-Language (EFL) teachers on developing materials using this approach. The study was guided by Schön’s concepts of reflection-on-action and reflection-in-action, and Killion and Todnem’s concept of reflection-for-action. Data were collected using in-depth semi-structured interviews conducted over three rounds and analysed using reflexive thematic analysis, which combined within-case analysis with a cross-case synthesis. Three themes emerged: 1) authentic texts as a shared reference for lesson coherence, 2) reported adjustments and challenges in material development practices, and 3) future planning intentions shaped by previous experiences. The findings indicate that developing coherent materials requires careful attention to text selection, task sequencing, language support, and transitions between teaching activities. The participants also aimed to refine their future decisions by using pedagogical strategies. Practically, these findings contribute to teacher education and materials development, while contextually, they provide new insights into teacher reflection on text-driven materials development in the Global South context, with potential applicability to similar settings.