Vietnamese EFL Lecturers’ Experiences in General English Teaching: A Complexity Theory-Informed Trio-Narrative Inquiry

General English (GE) curricula occupy a critical component of university language programs in Vietnam. National language policy reforms, particularly the utilization of the Vietnamese Standardized Test of English Proficiency (VSTEP), set outcome-based instruction benchmarks. Although previous research has substantially examined curriculum design, assessment practices, and learner perspectives, there remains a gap in understanding the lived experiences of lecturers in the context of GE teaching at the tertiary level. Bridging this gap, this study explored the experiences of three lecturers from a public university in Vietnam. Informed by Complexity Theory, this retrospective trio-narrative inquiry collected data qualitatively through narrative-oriented, semi-structured interviews and a joint conversation with purposefully selected participants. The qualitative data were analyzed utilizing a narrative thematic analysis, integrating individual-collective perspectives. Findings were grouped into three interconnected themes: (1) navigating institutional mandates and Level-3 proficiency standards in the VSTEP, (2) adapting teaching practices to meet the needs of heterogeneous learners, and (3) negotiating professional identity and sustaining motivation amid ongoing challenges. These insights showcased delicate balances that participants maintained between policy expectations and classroom realities. By tracing nuanced, locally embedded understandings, this study contributes to a more comprehensive perspective of GE teaching dynamics in Vietnam, proposing implications for stakeholders in comparable contexts. The study concluded by acknowledging limitations and recommending potential directions for future research.