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Abstract
Humanistic Language Teaching (HLT) has gained increasing attention in EFL contexts for its emphasis on addressing learners' affective and psychological needs alongside linguistic outcomes. In Vietnam, where English is compulsory at the tertiary level and teaching conditions often involve large classes and exam pressure, understanding how humanistic principles are perceived and enacted by university teachers is critical. This systematic review synthesizes empirical studies published between 2016 and 2026 that examine university EFL teachers' perceptions and classroom practices related to humanistic education in Vietnamese higher education. Following PRISMA guidelines, a comprehensive search across Scopus, Web of Science, Google Scholar, and Vietnamese academic databases yielded 18 eligible studies for thematic synthesis. The findings reveal three overarching themes: (1) teachers demonstrate positive perceptions of humanistic values yet face significant implementation constraints; (2) classroom practices reflect selective enactment of humanistic orientations, with affective support being more readily implemented than autonomy-promoting strategies; and (3) key barriers include large class sizes, summative assessment pressures, rigid curriculum requirements, and limited professional development. The review identifies a persistent perception-practice gap that existing research has documented but not fully explained. Methodologically, the review highlights a reliance on survey and interview methods, with limited classroom observation studies. The paper concludes with recommendations for teacher education, policy, and future research, particularly emphasizing the need for naturalistic inquiry that captures what teachers actually do in Vietnamese tertiary classrooms.
Keywords: Humanistic Language Teaching, Vietnamese higher education, EFL teachers, perceptions, classroom practices, systematic review
