Universal Design for Learning in Vietnam’s Primary ELL Classrooms: Balancing Introverted and Extroverted Voices

Abstract

In the context of 21st-century globalization and Vietnam’s 2025 education reforms, in which teaching is shifting from a teacher-centered to a student-centered approach, the need to ensure that all learners are heard and supported has become increasingly urgent. This thematic literature review synthesizes findings from 16 empirical studies and 12 conceptual papers to examine how Universal Design for Learning (UDL) can help balance the needs of introverted and extroverted primary English language learners (ELLs) in Vietnam. Despite limited Vietnam-specific empirical research on the intersection of UDL and personality diversity, the review suggests that UDL offers teachers a flexible, proactive framework that supports inclusive participation and provides learners with equitable opportunities to engage according to their individual strengths. This paper concludes by emphasizing the need for future research to move beyond theoretical discussions toward classroom-based empirical studies investigating how UDL can effectively address personality diversity in Vietnamese primary ELL settings.

Keywords: English language learner, Universal Design for Learning, introversion, extroversion, personality, primary student