Background
Embedded Files
Special Project Site
Special Project Site
The special project was conducted at Future Integrated Schools (FIS), a private educational institution in Cao Lanh City, Dong Thap, which is in the southern Mekong Delta region of Vietnam. The school employs a comprehensive curriculum across multiple educational levels, including preschool, primary, secondary, and high school education. Additionally, FIS organizes several extracurricular activities and programs beyond formal education.
Seen above is one of the two buildings in the school compound, which accommodates primary, secondary, and high school classes, educational facilities (e.g., library, multifunctional room, music room), administration offices, and dormitories for resident students. The second building is dedicated to the Fairyland Preschool for children ages six months to six years old, along with more facilities, administration offices, and dormitories. Both buildings have accessible elevators and stairs. The school compound also has a swimming pool for small children, a vegetable and fruit farm, and spaces for outdoor play and activities.
The schools and spaces are well-maintained, but there are slightly visible signs of wear and tear on the infrastructure, including deteriorating walls, chipped paint, and aging classroom furniture. Regardless, each classroom has proper lighting and ventilation, two or more air-conditioning units, a whiteboard, a chalkboard, a smart TV, and shelves and cabinets. In addition to that, there is access to Internet connectivity on all floors and in all rooms, given the encouraged use of multimedia resources in instruction.
Target Learners
Target Learners
As a University of the Philippines student and Eskolar ng Bayan, I chose to focus on a community close to me—the Filipino English teachers working at Future Integrated Schools (FIS), who, with their strong command of English and cultural adaptability, play a significant role in advancing English education in Vietnamese schools and contexts.
This year, the school is organizing English speech eloquence summer classes for students who may compete in the annual English Speaking Contest hosted by the Department of Education and Training (DOET) in Dong Thap. For the purpose of ensuring the provision of quality education, training the teachers is always crucial, especially for the initiation of a new educational program in the institution.
This project is therefore an instructional design focused on teacher training and professional development for the English teachers in preparation for the school's English summer program. This project seeks to help the Filipino English teachers employ effective teaching processes, foster optimal learning experiences, and develop as education professionals with the provision of relevant teacher training and instructional resources that will be valuable in their English speech eloquence summer classes.
For easy identification, the teachers (L-R) will be referred to as Teacher #1, Teacher #2, Teacher #3, and Teacher #4, respectively.
Needs Analysis
Needs Analysis
Data Collection Methods
Data Collection Methods
The analysis methods used were surveys and observations. The survey questionnaire was developed and distributed via Google Forms (see Appendix E). It focused on obtaining the teachers' consent and information on their demographics, English teaching and proficiency, and perceived challenges in teaching English and instructional design.
Classroom teaching observations were conducted to examine the teachers' practices and performance in the classroom. The teachers were observed in two class periods each. The observation rubric was developed and utilized via Safety Culture (see Appendix F). The observation items were derived from Emory University's quantitative teaching observation form (n.d.), while the items on ESL skills referenced Bay Atlantic University's academic advice on mastering ESL teacher skills (2024).
Findings & Analysis
Findings & Analysis
Teachers #2, #3, and #4 (females) are in the 35-44 age group, while Teacher #1 (male) is in the 45-54 age group. Teachers #1, #2, and #4 have been teaching for 11-20 years, while Teacher #3 has had 6-10 years of teaching experience. All teachers have a Bachelor's degree and TESOL (Teaching English to Speakers of Other Languages) certification. They all work full-time at Future Integrated Schools, teaching students at various levels (e.g., primary/elementary school, secondary/high school, and working professionals), hence, the practice of differentiated instruction. As for their English proficiency, the teachers rated themselves as Near-native/Fluent (Teachers #2 and #4), Advanced (Teacher #1), and Intermediate (Teacher #3). Based on the observations, their self-ratings are primarily accurate with minor inconsistencies (e.g., pronunciation, grammar).
The teachers have strong subject knowledge and can conduct classes on General English, English as a Foreign Language (EFL), English as a Second Language (ESL), English for Specific Purposes (ESP), and English for Academic Purposes (EAP). In their classes, the five fundamental English skills (e.g., speaking and pronunciation, listening comprehension, reading and vocabulary, writing and grammar, and public speaking and presentation skills) are strongly and moderately prioritized, likely depending on the lesson for the class period and the students involved.
Furthermore, the teachers state that they facilitate instruction using structured curricula and teacher-designed content, and utilize various digital tools and resources (e.g., video conferencing tools, interactive whiteboards/smart TVs, multimedia resources, and English learning apps). However, the teachers were observed to lack consistent, structured methods for improving students' fluency—either existing teaching strategies are not fully aligned with the goal of improving English fluency, or there are no solid learning objectives at all, whether determined by the school or the teacher. Adding to the challenge of teaching English are students' low motivation and interest in learning the language, which contributes to their struggles with learning proper grammar, pronunciation, and fluency.
The teachers identified professional development workshops on speaking-focused instruction as their primary need to improve teaching English speaking and fluency. They also emphasized the importance of access to interactive and engaging English speaking activities, smaller class sizes to allow more speaking practice, better speech models and pronunciation training resources, and technology tools to enhance student engagement. Overall, based on consultations, classroom observations, and survey responses, there is a clear need to address the lack of training and professional development opportunities at FIS. This gap affects the quality of teaching and the achievement of meaningful learning outcomes.
With the upcoming initiation of the English Speaking Summer Program, providing teachers with such opportunities is of utmost importance. Therefore, it was identified and proposed that the project would be carried out as a one-day onsite training session entitled EduPREP: Professional Readiness for English Speaking Proficiency — Training and Orientation for the English Speaking Summer Program, covering information on the English speaking summer program and expected instructional strategies. The four Filipino teachers in the FIS English Department remain the primary target audience, while other foreign and Vietnamese teachers in the same department may participate as the secondary audience.
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