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Description
Lesson plans have been widely recognized as an integral part of teacher preparations and offered numerous merits for teachers. Howerver, they are considered significant burdens for a great number of teachers, particularly, student teachers and novice ones. This study aimed to examine the obstacles English teacher students encoutered in designing their lesson plans. The participants of the study embraced 50 fourth-year students majoring in English teacher education at a university in Vietnam. Questionnaire and documentary analysis were employed as the data sources of the study. The data was analyzed quantitatively with the use of SPSS, version 27 for descriptive statistics. The results revealed the teacher students’ great difficulties in writing their lesson plans regarding unclear objectives; teaching procedure with insufficient, inappropriate teaching steps and time allocation for each activity/task; and various formats of a lesson plan. Additionally, the other influential factors such as textbooks and topics hindered the students in designing a good lesson plan. The research study implies further investigations into teacher students’ challenges in planning lessons in future inquiries.
