TEACHING

Syllabus Design and Materials Development

The TESOL practicum provided us with a valuable opportunity to apply the theoretical and practical knowledge we have accumulated through our MATESOL program, as well as our ongoing teaching experience at our current workplace. Among the range of knowledge utilized, we primarily drew upon concepts from the course Syllabus Design and Materials Development. In designing the lesson plan, we referred to foundational principles proposed by leading scholars in the field to anticipate and address potential challenges that may arise during the implementation of the lesson.

 A core focus of our lesson plan was its alignment with the specific teaching context at FTU, particularly in terms of learners’ characteristics and their educational needs, as proposed by Ellis (1994) and Anderson (1995) . It was essential that the lesson not only met the learning objectives outlined by the faculty and reflected the prescribed textbook content, but also engaged learners through meaningful and enjoyable learning experiences. As emphasized by Krashen (1982) and Weden (1987), learning content needs to be regarded as useful and relevant by students. Thus, we integrated gamification, authentic tasks, and interactive learning strategies that fostered communication between the teacher and students, as well as among students themselves. Moreover, recognizing the curriculum’s emphasis on communicative competence, we designed a lesson flow that supported this objective. This included the introduction of key vocabulary and listening activities to build learners’ background knowledge, followed by instruction on structuring persuasive presentations (Ellis, 1990; Cook, 1996; Brown, 2015). These elements collectively laid the groundwork for a final speaking task in the form of a student presentation.

 Overall, all activities were grounded in established pedagogical theory, particularly the insights gained from the Syllabus Design and Materials Development course, and carefully adapted to suit the practical realities of the teaching environment in which our practicum took place.

Advanced Teaching Methods and Techniques in Tesol

It is undoubtedly that teaching method is one the conclusive factors assisting teachers in delivering the lessons successfully. Thanks to the knowledge we have obtained from some courses, including Second Language Acquisition, Advanced Teaching Methodology, and Techniques in TESOL, our group decided on some appropriate methods to apply in the micro-teaching session. Among these methods, some traditional ones, i.e. Grammar Translation Method (GTM) and Direct Method (DM), are still proved beneficial. To be more specific, GTM, which puts emphasis on grammar and translation of sentences (Harmer, 2015), were used to present new vocabulary or difficult terms during the lesson to ensure the students’ thorough understanding of these lexical items in Vietnamese context. This method was chosen as the learners from FTU that we taught were all non-majored English students and there might be a possibility that they wouldn’t have the background knowledge to figure out these vocabulary. Meanwhile, according to Harmer (2015), DM gave priority to oral expression with teacher and students speaking together and establishing the meaning through objects and pictures, etc. As a result, it was applied when we used pictures to explain less complicated vocabulary. Moreover, our group paid attention to developing students’ pronunciation by letting them listen and repeat after the audio of native speakers.

From our classroom observation in FTU, we also chose Krashen’s Input Hypothesis learned in Second Language Acquisition class as the theory emphasizes the need to provide learners with comprehensible and meaningful language input to support acquisition (Krashen, 1985). Building on such a foundation, we started to make our next choice of suitable teaching methods learned in the Advanced Teaching Methodology class. As one of the aim of the lesson is for the students to be able to create a persuasive marketing presentation, we decided to incorporate the last three teaching methods, which are Task-Based Language Teaching (TBLT), Project-Based Learning (PBL), and Total Physical Response (TPR), in our microteaching. According to Harmer (2015), these methods encourage authentic language use, active learning environment, and meaningful interaction, which make them highly suitable for the FTU class. All of our decisions are shown in our microteaching lesson. For example, students were given the opportunities to create and use mind maps to organize ideas. From that, they created persuasive marketing presentations based on a problem-solution structure, which exemplifies TBLT’s focus on real-world tasks. In the end, the students also had tangible end products which were the presentation using the mind-maps, which aligns with PBL characteristics to ensure a meaningful lesson with practical application. Furthermore, TPR was also particularly used during warm-up and learning stages to aid comprehension and increase students’ engagement in class. By applying these learned theories and methods considerately, our group was able to deliver an effective and engaging teaching session, which contributed significantly to the overall success of the practicum trip. 

Language Assessment

In the Language Assessment course, we learned about formative assessment, particularly observation, which allows educators to "assess students without their awareness of the observation so that the naturalness of their linguistic performance is maximised" (Tsagari et al., 2018). On the first day at FTU, we had the opportunity to apply this technique by observing both the teacher and the students in their classroom environment. This experience enabled us to focus on individual learners and assess their linguistic and non-linguistic competencies (Tsagari et al., 2018). Moreover, by actively observing the students, we gained insights into the students' learning styles. These observations informed the necessary adjustments to our pre-prepared lesson plans for the upcoming micro-teaching sessions.

Another key concept applied during our practicum was peer assessment. Peer assessment involves students evaluating each other’s work based on shared criteria (Boud & Falchikov, 2007; Falchikov, 2005; Nicol et al., 2014), offering grades or feedback, and engaging in constructive discussion (Carless, 2006; Strijbos & Sluijsman, 2010). According to Topping (1998; 2009), it empowers learners to actively participate in the assessment process. In the post-speaking segment of our micro-teaching lesson, students were encouraged to provide constructive feedback through comments, suggestions, and recommendations. This approach fosters learning and improvement (Nicol & Macfarlane-Dick, 2006) by encouraging students to reflect, discuss, and learn from each other’s perspectives (Panadero et al., 2016; Falchikov, 2005). As a teaching team, we also applied peer feedback internally to refine our teaching practices and support one another's development.

Finally, we integrated the use of an e-portfolio as a reflective and evaluative tool. An e-portfolio is defined as a digital collection that provides evidence of one’s experience and learning, applicable to both teachers and students (Barak & Maskit, 2017). It enables users to upload, manage, and store artifacts that document learning progress and promote reflection (Kusuma et al., 2021). Yastibaş (2013) highlights several characteristics of e-portfolios, including authenticity, interactivity, personalisation, and motivational value. Moreover, research suggests that e-portfolios support self-directed learning (Beckers et al., 2016) and enhance reflective thinking (Morrison, 2003). As part of our practicum, we developed group e-portfolios to document our journey, reflect on our teaching and learning experiences, and demonstrate our growth throughout the program.

English Linguistics and Discourse

Linguistic knowledge was consciously and purposefully integrated into both our lesson planning and microteaching sessions. As English language teachers and aspiring TESOL professionals, we recognized the importance of demonstrating linguistic competence and ensuring accurate delivery of vocabulary and grammar. Such precision not only provides learners with comprehensible and meaningful input but also plays a critical role in scaffolding their language development (Nation & Macalister, 2010). To this end, the lexical items and grammatical structures incorporated into our lesson were carefully selected, revised, and contextualized to maintain a high level of linguistic accuracy. Furthermore, our linguistic awareness was also evident in our intentional modeling of effective and appropriate language use during rehearsals and collaborative teaching activities. This reflects the understanding that language teachers function as key role models, and the quality of their language use can significantly influence students’ acquisition and internalization of the target language (Richards & Farrell, 2005).

During the practicum, we also applied learned knowledge from Discourse class so as to enhance students’ communicative competence and facilitate meaningful language use in the classroom. We specifically chose Halliday’s Systemic Functional Linguistics (SFL) framework which emphasizes language as a social semiotic system where meaning is created through context, purpose, and interaction (Halliday, 1994). This is reflected in our microteaching. When teaching students how to create a persuasive presentation, we focused on the ideational and interpersonal metafunctions of language to help students structure their arguments coherently and engage their audience effectively. From that, our students were able to go beyond isolated sentence practice and were able to produce cohesive, contextually appropriate discourse which aligned communicative language teaching goals (Canale & Swain, 1980). 

Technology Assisted Language Learning

Invaluable insights we have gained from TALL (Technology-assisted Language Learning) course significantly enhances our group’s ability to create a dynamic and engaging lesson plan, which lead to the successful microteaching session. Integrating digital tools such as Google Slides, Kahoot!, and Padlet into the designing process is tremendously helpful that helps us construct a multimodal, stress-free and interactive lesson that aligns with communicative language teaching and learner engagement (Richard, 2006).
During the microteaching itself, tools like Kahoot! and Padlet link synchronous and asynchronous learning environments effectively. Students synchronous engagement achieved by real-time participation in tasks like vocabulary games on Kahoot!, allowing the teacher -Ms Xuan Anh, who is in charge of running this task, could check her students’ comprehension and maintain their motivation (Godwin & Jones, 2018). Meanwhile, asynchronous components like group writing on Padlet offer the students opportunities to check their answers with their groups, which is especially valuable in high-context culture where learners may be reluctant to write or speak up immediately without checking with others in class (Nguyen, 2020). This blended mode of delivery ensures that learning continues beyond the immediate lesson, aligning with the sociocultural theory of learning that emphasizes extended mediation and interaction (Vygotsky, 1978; Swain, 2000).

Intercultural communication in Language Teaching 

Throughout the ICLT (Intercultural Communication in Language Teaching and Learning) course we knew that intercultural communication is a fundamental component of language teaching, and as Byram (1997) argues, teaching language without its cultural dimensions leads to fragmented competence. He introduces the concept of intercultural communicative competence (ICC), which encompasses not only linguistic skills but also the ability to interpret, relate, and critically evaluate cultural practices. This theoretical framework became particularly relevant during our practicum as Master's students from the South of Vietnam, when we taught at a prestigious university in Hanoi—a culturally distinct setting in the North. Prior to our teaching journey, we did research into the region’s high-context cultural features (Hall, 1976) to anticipate potential differences; however, we still experienced moments of cultural shock. Northern classroom dynamics, influenced by high-context communication norms, often felt more formal, hierarchical, and indirect than what we were used to. These subtleties decisively shaped our lesson planning and delivery. For instance, we reconsidered how to check understanding or invite participation, being careful not to challenge students’ desire to maintain face. This experience reinforced the compelling need for intercultural sensitivity in pedagogical decisions, as our preconceptions and regional identities inevitably shaped our teaching approaches. 

Throughout this practicum, it became evident that intercultural communication was not merely a theoretical concern but a lived, constant negotiation that informed every step of our professional journey—from lesson design and material preparation to daily interactions with local teachers, staff, and students. As southern Vietnamese educators entering a high-context northern academic environment, we were prone to misinterpreting subtle cues and indirect communication styles, which initially complicated collaboration and rapport-building (Hall, 1976; Nguyen, 2019). However, this challenge also prompted us to thrive as adaptive practitioners. We revised our lesson plans to incorporate implicit comprehension-check questions and localized content to make classroom materials more culturally accessible (Díaz-Rico, 2013). The act of printing teaching materials, engaging in small talk with local staff, and navigating social expectations around deference and authority required us to constantly interpret meaning beyond words—a key element of ICC (Byram, 1997; Sercu, 2005). Even during microteaching, our ability to read the classroom atmosphere, adjust our verbal and non-verbal cues, and respond with cultural sensitivity marked a decisive shift in our teaching identity. These experiences affirm that culturally responsive pedagogy is not simply beneficial, but essential for teachers in diverse educational settings (Gay, 2010).

WORKSHOP AND SEMINAR

Issues in Language Teaching and Learning

During the process of preparing for the workshop, the first important thing that our group was required to do is deciding on the topic for the presentation. Fortunately, from the course Issues in Language Teaching and Learning, we were able to get access to various topics regarding current trends in English Language Teaching (ELT) in both international and Vietnamese contexts. Of all the topics, we found “Innovations in ELT” quite fascinating as it reflects the development of Vietnam’s education in the 4.0 era. More importantly, this topic also matched with the theme of the workshop, which was “Innovative teaching practices in ELT: Collaboration, inclusion, and technology in the AI era.” In the field of ELT, innovations cover a wide range of aspects, such as curriculum, teaching methods, assessment, etc. In the end, our group opted for writing about innovations in teaching methods since it demonstrated the teacher’s active role in making changes in the teaching practice. Highlighted in Decision 1400 (Prime Minister, 2008) and later confirmed in Decision 2080 (Prime Minister, 2017), one of the key components in Vietnamese ELT is to develop students’ communicative competence through improving their four English skills. As a result, we decided to put emphasis on an innovative method in teaching English skills.

By applying our knowledge from the practicum, we chose to focus our workshop presentation on Collaborative Writing (CW), an innovative approach that enables students to develop their writing skills through peer interaction. During the initial stages of brainstorming, we discovered that CW remains a relatively underexplored area in the Vietnamese context, despite its demonstrated potential to enhance writing proficiency among EFL learners globally (Dobao, 2012; Storch, 2013). This inspired us to investigate students’ perceptions of the benefits and challenges associated with CW, as well as gather practical suggestions from teachers on how to effectively implement CW in writing instruction. Our presentation on this topic received significant attention from lecturers and educators, sparking lively discussions on how to integrate CW systematically and effectively into the classroom.

Research Methods, Research Writing and Proposal Writing

Research-related courses, consisting of Research Methods 1 and 2, Research Writing and Proposal Writing, play a crucial role in helping our group prepare the research paper and present effectively in workshops focused on sharing research in English Language Teaching (ELT).  Particularly, these courses equip the whole group and presenters with the knowledge of a well-structured research paper with five main parts, including introduction, literature review, methodology, results and discussions, and conclusion which help us complete the research paper for the workshops. Moreover, these courses have developed our skills to familiarize with research conduct by designing structured and focused research questions, select appropriate data collection and analysis methods, which are essential elements for delivering a credible workshop presentation. During the workshop, presenters can draw on these knowledge and skills to articulate their research process, justify their choices, and engage the scholars, teachers and audience in meaningful discussion of teaching methods. Overall, the foundational knowledge gained from the research-related courses in the Master’s program enables us to communicate our research with clarity, precision, and partly bring  about value to ELT workshops.

TRIP PLANNING AND OPERATION

Language Program Administration

The Language Program Administration course has helped our group and crew in completing this practicum course in terms of communication, solution finding and financial management. Regarding communication,  when dealing with various people of different positions, ages and personality, our communication needs to be professional and effective, which we have learned from the Language Program Administration. For example, we need to use formal writing style in conveying information to teachers and graduate students. Moreover, we applied SWOT analysis from the Language Program Administration course to assess the current situation regarding strengths, weaknesses, opportunity and threats; hence, finding optimal solutions to problems in planning the field trip, workshops, seminars, gala dinner and lessons. 

Additionally, we applied principles of effective budget management to ensure the smooth operation of the trip. Drawing on what we had learned, we first outlined the anticipated expenses and developed a detailed financial plan. After collecting contributions from the team, we maintained transparency by regularly sharing updates and providing bank statements to track spending. At the end of the trip, we reconciled the expenses with the original budget to ensure accuracy and accountability. Although we had not anticipated applying financial management skills in such a practical context, this experience proved how valuable prior knowledge can be when implemented in real-life situations.

In short, the course named “Language Program Administration” has equipped us with knowledge of being an administrator to communicate effectively, find solutions and manage the crew’s budgets effectively.