I. DESCRIPTION OF THE INSTITUTION’ VISION-MISSION STATEMENT
1. Mission
The mission of Foreign Trade University (FTU) is to nurture talents and provide high-quality human resources in key fields such as economics, international business, business administration, finance and banking, technology, and foreign languages. FTU is committed to the creation and transfer of state-of-the-art knowledge, the development of research and learning capacities, and the promotion of professional working methods in an internationally competitive environment. It aims to become a hub for cultural and educational exchange by disseminating expertise and experience to meet the evolving needs of the business community and global economy.
At the heart of this mission is FTU’s dedication to serving society through educational excellence, innovation, and the effective transfer of knowledge and skills. This dual focus—on both academic achievement and real-world relevance—highlights the university’s strong alignment with the demands of modern global development.
2. Vision
FTU envisions itself as a leading and highly prestigious university in Vietnam, aiming to be ranked among the top 100 universities in the region. The university aspires to lead through innovation, offering diversified training and educational activities across disciplines. Its vision encompasses not only academic excellence but also strategic expansion—through high-quality schools, research institutes, corporations, and international partnerships.
The main campus is in Hanoi, with additional campuses in Ho Chi Minh City, Quang Ninh Province, and other major economic hubs across Vietnam and internationally. This reflects FTU's goal of becoming a regional leader in higher education and a model of Vietnamese academic excellence on the global stage.
3. Core Values
FTU is guided by a set of core values that shape its identity and strategic direction:
Innovation and Excellence – Driving continuous improvement in teaching, research, and societal impact.
Accountability and Resilience – Emphasizing responsibility, adaptability, and integrity in all activities.
Diversity and Inclusion – Promoting an inclusive academic environment where all voices are valued.
Quality – Effectiveness – Prestige – Professionalism – Advancement – These values reinforce FTU’s commitment to delivering high-impact education and maintaining its reputation for professionalism and innovation.
4. Motto
“The Best First.”
This simple yet powerful motto captures FTU's ambition to lead with excellence and set high standards in all its pursuits—from student training to academic research and international engagement.
5. Quality Policy Statement
FTU’s quality policy emphasizes a holistic commitment to excellence in teaching, research, and innovation. The university fosters an intellectual culture that bridges theory and practice, ensuring that students graduate with not only knowledge but also the skills and mindsets required in dynamic, real-world environments.
The policy promotes:
Good governance and ethical leadership,
Excellence and professionalism in all domains,
Academic freedom and critical inquiry,
Creativity, innovation, and adaptability,
Responsible global citizenship and effective teamwork.
This comprehensive quality framework ensures that FTU graduates are prepared to contribute meaningfully to both local and international communities.
6. Educational Philosophy
FTU adheres to the philosophy of “education toward liberation, associated with practicality”. This means that learning is viewed as a pathway to both intellectual freedom and practical application. The university is committed to nurturing integrity, accountability, and creativity in its learners—developing not only knowledge but also character and capacity for lifelong growth.
II. APPLICATION OF TESOL/ELT KNOWLEDGE
The workshop titled “Factors influencing EFL learners’ oral fluency in English speaking classes” presents a comprehensive investigation into the linguistic and pedagogical variables that affect adult learners’ speaking performance. Situated in the context of an English language center in Ho Chi Minh City, the study adopts a mixed-methods design to explore intrinsic and extrinsic factors influencing oral fluency. Beyond its empirical findings, the workshop serves as a case study in the practical application of TESOL and ELT knowledge, drawing upon theories of second language acquisition, learner-centered methodologies, and interdisciplinary domains such as discourse analysis, English linguistics, intercultural communication, assessment, syllabus design, and technology integration.
The study applies several core second language acquisition (SLA) theories to investigate how adult learners develop fluency. Krashen’s input hypothesis is reflected in the recommendation to use comprehensible input such as visual aids and short stories before learners are required to produce speech. These materials serve to activate background knowledge and reduce cognitive demands, enabling learners to prepare linguistically and psychologically for oral interaction.
The affective filter hypothesis is equally central, as the study identifies anxiety, self-confidence, and motivation as pivotal variables that influence learners’ willingness and ability to speak. Learners report that fear of making mistakes or speaking incorrectly reduces their fluency, while motivation enhances their performance. These findings align with research emphasizing the importance of lowering affective filters to support language acquisition.
Vygotsky’s sociocultural theory also informs the study’s recommendations. The encouragement of peer interaction, group collaboration, and teacher scaffolding supports the development of oral fluency within the learners’ zone of proximal development. The collaborative learning environment offers opportunities for students to co-construct meaning, develop confidence, and receive support from more capable peers.
The workshop demonstrates a strong alignment with communicative language teaching (CLT), which emphasizes authentic interaction and fluency over form. Role-plays, group discussions, and storytelling are highlighted as effective strategies to reduce speaking anxiety and promote spontaneous speech. These practices reflect CLT principles that prioritize the use of language for real-life purposes.
The proposed four-stage speaking procedure including pre-speaking, while-speaking, post-speaking, and extension is rooted in task-based language teaching. This structure supports learners’ fluency development through meaningful sequencing, allowing time for preparation, interaction, reflection, and repetition. It also encourages learners to focus on content before form, enhancing both their confidence and communicative ability.
Elements of behaviorist learning theory are present in the emphasis on pronunciation drills, vocabulary modeling, and repeated exposure. These approaches aim to foster automaticity and reduce speech hesitation through structured practice, particularly in the early stages of language development.
While the study does not explicitly employ discourse analysis, it addresses several features of spoken discourse such as pausing, rhythm, and naturalness. The focus on fluency incorporates aspects of connected speech, coherence, and turn-taking. Tasks involving storytelling, role-play, and picture description inherently promote the development of extended spoken discourse, allowing learners to engage in real-time language processing and practice spoken interaction strategies.
The use of structured speaking stages also supports discourse competence by helping learners organize their ideas, manage transitions, and develop appropriate register and tone. These skills are critical for effective participation in academic and professional communication contexts.
The study draws upon applied linguistics by highlighting the role of vocabulary knowledge and pronunciation in oral fluency. Learners frequently cited difficulties with word retrieval and fear of mispronunciation as obstacles to fluent speech. Teachers reported that limited vocabulary and inaccurate pronunciation often disrupted communication, reinforcing the importance of lexical and phonological development in speaking instruction.
Pronunciation is addressed not in terms of achieving native-like accents but in terms of intelligibility and comprehensibility, aligning with current TESOL perspectives. The emphasis on understandable speech over native norms reflects a shift toward pragmatic, listener-oriented instruction in global English contexts.
Although not directly framed as intercultural communication, the workshop reflects principles from this domain. The learners are drawn from diverse academic and professional backgrounds, and the recommended teaching practices aim to prepare them for workplace communication and social interaction in English-speaking environments.
The inclusion of real-life topics, authentic media, and culturally relevant scenarios promotes intercultural awareness and pragmatic competence. Learners are encouraged to navigate unfamiliar contexts, interpret implied meanings, and respond appropriately, which are skills essential for effective communication across cultural boundaries.
The study offers valuable insights into language assessment, particularly formative feedback practices. Learners and teachers express a preference for delayed feedback during fluency-focused activities, which helps maintain speech flow and reduces anxiety. Feedback is delivered post-task in a supportive manner, allowing for reflection without interrupting learners’ performance.
This aligns with communicative assessment principles, which emphasize observation of authentic language use, learner self-evaluation, and constructive commentary. While no formal rubric is detailed, the study implies the use of analytic criteria such as fluency, vocabulary use, pronunciation, and confidence in assessing speaking ability.
The workshop makes practical contributions to syllabus design by advocating for scaffolded speaking tasks that progress from controlled to free production. The use of visuals, short stories, and real-world prompts supports task-based syllabi focused on fluency and learner engagement.
Materials development is informed by a multimodal approach, where texts, images, and videos are used to stimulate language production. The selection of content is context-sensitive, aiming to reflect learners’ interests, needs, and communicative goals. This reflects best practices in learner-centered curriculum design and material adaptation.
Though not a central focus, the study references the use of digital media such as YouTube videos to model authentic speech and expose learners to varied accents and expressions. These tools support listening comprehension, vocabulary acquisition, and pronunciation practice.
The use of visual aids, online content, and interactive media suggests an awareness of technology-assisted learning environments. These tools serve both affective and cognitive functions, helping learners overcome anxiety while enriching their exposure to authentic input.
The workshop study on oral fluency development among adult EFL learners offers a compelling example of the integrated application of TESOL and ELT knowledge. Drawing from second language acquisition theories, communicative and task-based methodologies, and broader domains such as discourse analysis, linguistics, intercultural communication, and assessment, the study presents a multidimensional view of fluency development.
Its practical strategies including peer collaboration, scaffolded tasks, constructive feedback, and the use of authentic materials demonstrate how research-based principles can be translated into effective teaching practices. By adopting a holistic perspective that considers linguistic, psychological, social, and instructional factors, the workshop provides valuable guidance for teachers, curriculum designers, and language education policymakers seeking to enhance oral fluency in adult EFL contexts.
III. PROFESSIONAL SKILLS I HAVE LEARNT FROM THE PRACTICUM
HUỲNH THỊ KIỀU NHI
During the practicum, I had the opportunity to develop and refine a wide range of skills through my dual roles as Director of the Gala Dinner and Team Leader of Group 3B for the micro-teaching lessons and the workshop. These roles required strategic thinking, time management, team coordination, and a detailed-oriented approach, all of which have significantly contributed to my professional growth as an educator and organizer.
First, I have developed my analytical and assessment skills, through active participation in my group’s micro-teaching preparation. After conducting an observation session at Foreign Trade University (FTU), we gained deeper insight into the students’ learning preferences and the institutional teaching context. That same evening, our group met to critically analyze and revise our original lesson plan. This quick turnaround required us to think analytically, adapt our approach based on real classroom evidence, and make practical adjustments to enhance the lesson’s relevance and effectiveness.
Second, as a Team Leader of Group 3B, I was directly responsible for overseeing the lesson planning for the micro-teaching session. This process involved collaborating with team members to select appropriate teaching materials, align objectives with student outcomes, and ensure the lesson structure adhered to both pedagogical principles and practical classroom constraints. I learned to balance individual team members’ strengths and encourage peer input, which not only enhanced the quality of our lesson plans but also strengthened our group cohesion.
Furthermore, about our workshop, as a Team Leader, I began by collecting ideas from all group members through an online meeting. I initiated and facilitated discussions to decide on a relevant and feasible topic that aligned with the practicum objectives and our team’s strengths. Based on this collaborative procedure, our team members have chosen their specific tasks, including researching content, designing interactive elements, and creating visual aids. This process taught me how to synthesize diverse perspectives into a coherent academic outline and how to revise our ideas based on supervisor suggestions. Once our abstract was accepted and our workshop was officially selected for the practicum session, I led the team in further planning by organizing follow-up meetings. We worked together to assign speaking roles, divide responsibilities for each section of the workshop, and rehearse the delivery. Coordinating multiple schedules, maintaining motivation, and ensuring task completion within a tight timeline were all essential parts of this process. Through this experience, I learned the importance of inclusive leadership, detailed coordination, and flexible problem-solving. I also gained confidence in project management and strengthened my ability to maintain team morale under pressure.
Importantly, my most demanding role was serving as the Director of the Gala Dinner. This position involved not only logistical planning—such as budgeting, venue coordination, and timeline management—but also overseeing the creative and social aspects of the event. From assigning roles and responsibilities to communicating with performers and presenters, I learned how to manage an event that required a high level of professionalism, foresight, and problem-solving. A key takeaway from this role was the ability to manage last-minute changes with composure while ensuring that all participants felt involved and valued.
Third, this practicum significantly enhanced my communication skills, especially through my role as Director of the Gala Dinner. Before the trip, I was the main point of contact for all Gala-related updates and was responsible for coordinating tasks among team members. I made it a priority to communicate clearly, politely, and effectively. One thing that made me particularly proud was the positive feedback I received from my team—many members appreciated my respectful yet dynamic communication style. They noted that my use of polite phrases like “cordially invite you to join the meeting” or “kindly invite you to support this task” made them feel respected and more willing to collaborate.
To foster a warm and cooperative atmosphere, I also designed and sent invitation cards before the Gala Dinner and thank-you messages to each team after the event. These small gestures helped strengthen our team bonds and showed appreciation for everyone’s contributions. As a result, not only did I manage to lead a successful event within a tight timeframe, but I also built new friendships and professional relationships.
This experience helped me realize how much I have improved in interpersonal communication. The communication strategies I had practiced prior to the practicum—such as active listening, polite phrasing, and timely updates—proved highly effective in a real-world setting. My success in leading the Gala Dinner under pressure affirmed that strong communication can be a key factor in effective leadership and team cohesion.
Last but not least, The practicum enhanced my cultural competency skills by giving me authentic exposure to English teaching and learning in a university in the North of Vietnam. Through observing real classes and teaching at Foreign Trade University (FTU), I became more aware of students’ learning behaviors, classroom expectations, and cultural norms. Therefore, our team sat down together that same evening to revise our lesson plan, and increase interaction. This process helped me understand that successful language teaching depends not only on method, but also on sensitivity to context, and institutional culture.
Finally, my role as Team Leader of Group 3B and Director of the Gala Dinner allowed me to develop essential leadership skills, especially in the areas of adaptability, communication, and social responsibility. Leading the Gala Dinner involved coordinating logistics, assigning roles, and maintaining clear, respectful communication throughout. More importantly, this experience revealed my potential to lead with both heart and strategy which brings people together, supports them effectively, and guides teams toward shared goals.
HÀ XUÂN CƯỜNG
All group members successfully completed their assigned parts during the micro teaching session. While the overall performance was smooth and well-coordinated, there were still areas for improvement, particularly in adjusting the level of instruction to better match the students’ proficiency. One of the most satisfying outcomes was that the group managed to stay within the allotted time while covering all the required content. Each member had sufficient time to deliver their respective sections, which contributed significantly to the success of the session.
Preparing for the practicum required a high level of organization and coordination. The group leader, Ms. Nhi, played a crucial role in ensuring this by proactively communicating with lecturers whenever support or guidance was needed. Her efforts helped streamline the planning process and kept everyone on track. The faculty members from both the EF department and the partner institution, FTU Hanoi, were also very supportive, providing timely and enthusiastic responses that greatly facilitated the group’s preparations.
Support from the supervising teacher was also instrumental in the group’s success. She provided useful teaching materials and clear guidance on the lesson content, allowing all group members to contribute actively to the lesson planning process. After observing the target class, the team gathered again that same evening to rehearse and finalize their delivery. This extra effort helped ensure that the micro teaching session the following day would be both smooth and effective.
Unlike the practicum preparation, the workshop process felt more rushed, as the group had to quickly gather members, brainstorm ideas, write content, and design the presentation within a short time frame. Fortunately, thanks to everyone’s commitment and the helpful feedback from the supervising lecturer, Ms. Phượng, all tasks were completed on time. However, a technical issue with the presentation file during the actual workshop affected the quality of the delivery. This incident emphasized the importance of being technically prepared and the flexibility in unexpected situations. It served as a valuable lesson for future activities.
Despite the time pressure and challenges, the group maintained a friendly, open, and effective communication style throughout the process. This positive atmosphere helped foster collaboration and teamwork. Interaction with the supervising teachers also went smoothly. Whenever the group had questions or needed support, the lecturers responded promptly and provided useful guidance, which was greatly appreciated by all members.
TẠ LÝ UYÊN TRINH
Professional Skills I Developed from the TESOL Practicum
The Master of Arts in Teaching English to speakers of other languages (MA TESOL) Practicum at Foreign Trade University (FTU) in Hanoi was a profoundly enriching and transformative milestone in my academic journey. Over the course of five intensive and immersive days, I had the opportunity to step beyond the theoretical knowledge accumulated during my MA TESOL coursework and enter into an authentic teaching and learning context. This experience allowed me not only to grow professionally and personally, but also to cultivate a wide range of essential skills that are vital for an English language educator.
Throughout the practicum, I developed analytical and assessment skills by observing and evaluating peers’ microteaching presentations. These sessions provided me with a platform to critically examine different teaching methodologies, lesson structures, and strategies for classroom engagement. Writing reports and giving feedback to my peers deepened my ability to assess pedagogical effectiveness while remaining respectful and constructive. The process encouraged me to think critically about lesson coherence, instructional clarity, classroom management, and the extent to which learning objectives were met. This hands-on evaluative practice helped sharpen my reflective thinking and taught me to apply theoretical principles in practical, observable ways.
One of the most challenging yet rewarding parts of the practicum was the planning component, which extended across multiple domains. We planned and executed micro teaching lessons, organized a collaborative workshop, helped with a field trip, and contributed to the closing gala. These varied planning activities demanded time management, creativity, communication, and adaptability skills that are indispensable in real teaching contexts.
In planning the microteaching lessons, our group had the opportunity to take the initiative to thoroughly study and analyze the assigned teaching program and the textbook Prism Listening and Speaking 1. We worked collaboratively to ensure that the lesson plan followed a logical, insightful sequence that facilitated the learners' second language acquisition in an engaging and pedagogically sound manner. Moreover, we actively explored the teaching setting at FTU in advance taking note of classroom infrastructure, available resources, and learner characteristics. This enabled us to adapt our lesson plan appropriately and deliver a session that was well-aligned with the needs of the students.
The process also allowed us to learn from various sources. We were fortunate to receive invaluable insights from professors at both our home university and the host university, and we greatly benefited from our classmates’ experiences and suggestions. The positive energy, academic encouragement, and sense of community that radiated throughout the practicum were deeply motivating and inspiring. We not only acquired professional knowledge but also absorbed the passion and dedication of those around us.
A particularly memorable and demanding undertaking during the practicum was the collaborative workshop presentation. It was both an honor and a challenge for me, as I was entrusted with the role of lead author for a research project the first time. Due to the tight practicum schedule, we decided to base the workshop on a research project I had previously started in one of our MA TESOL courses. At that stage, only the introduction, literature review, and methodology had been drafted, and we had a collection of raw, unprocessed data. Within a very limited time frame, our group worked intensively to process the data, analyze the findings, and complete the full research paper.
Although a technical issue affected the clarity of our presentation and we were unable to showcase the full scope of our work, we considered this experience a valuable lesson. It taught us the importance of preparation, flexibility, and professionalism in academic environments. We learned how to adapt to unforeseen problems and maintain a composed, solution-oriented mindset under pressure. We appreciated the opportunity to present in such a professional academic setting and walked away with insights that will undoubtedly inform our future scholarly endeavors.
The practicum also provided informal yet meaningful spaces to grow in other dimensions. As part of the team planning the gala, I served as both a content designer for an interactive game and one of the event photographers. This role not only allowed me to contribute creatively but also helped me enhance my teamwork, communication, and event coordination abilities. The atmosphere of the gala, marked by joy and camaraderie, remains one of my fondest memories. It reminded me that community building and shared celebration are important aspects of any educational environment.
Another major area of growth was communication. Throughout the practicum, I was constantly engaged in conversations with professors, classmates, administrative staff, and FTU students. These interactions gave me rich opportunities to refine my communication skills in both academic and social settings. I learned how to listen more attentively, speak more clearly, and respond more thoughtfully. The professionalism and warmth of everyone I interacted with, especially the professors from both universities, made this process not only educational but also deeply affirming.
The practicum also expanded my intercultural awareness and cultural competency. By engaging with students and teachers from a different institutional and regional context within Vietnam, I developed a broader perspective on how cultural background, local teaching norms, and learner expectations shape the teaching and learning of English. I realized that teaching strategies must be flexible and responsive to cultural contexts in order to be effective and inclusive. This awareness will continue to shape my teaching philosophy, especially as I consider working in diverse, multicultural classrooms.
Lastly, the practicum gave me the opportunity to exercise and develop leadership skills. Being the lead author of a group project for the first time required me to take initiative, delegate responsibilities, support teammates, and ensure that our goals were met under tight deadlines. I learned to be more adaptable, patient, and focused. The experience helped me build greater confidence in leading collaborative efforts and affirmed my commitment to being a responsible and empathetic leader in educational settings.
Reflecting on the practicum as a whole, I feel an overwhelming sense of gratitude. I am deeply thankful to the professors from both our university and FTU for their generosity, guidance, and encouragement. Their support, expertise, and professionalism left a lasting impression on me. I am also sincerely grateful to my classmates and group members for their collaboration, commitment, and positive energy throughout every challenge we faced together. I would also like to extend my heartfelt thanks to the FTU students, whose participation and responses made our microteaching sessions not only possible but also genuinely enjoyable and insightful.
This practicum was more than a brief field experience, it was a comprehensive professional development journey. It strengthened my commitment to the field of TESOL and provided me with a solid foundation of practical skills, academic insight, and emotional resilience. I emerged from the practicum not only more knowledgeable but also more confident, prepared, and inspired to pursue a career in English language education.
In sum, the TESOL Practicum at FTU was a milestone that will continue to shape my professional identity. It provided me with tangible experiences of teaching, teamwork, leadership, intercultural understanding, and academic engagement. It reaffirmed my passion for teaching and gave me the confidence to move forward in this field with purpose, clarity, and a profound respect for the communities I will serve.
ĐỖ VĂN TUẤN
During the practicum at Foreign Trade University (FTU), I have attained a lot of new experience in how to prepare lessons for a new environment, event preparation and some other knowledge.
Preparing to teach at a new invironment is an unavoidable thing of any teachers. It is very important to know what needs to be prepared. The first thing to do is that asking for opinions from teachers or managers of that institute. Some information we need is that students’ information, course information, what method we should use, how the lesson should follow, any parts we should omit or teach carefully etc. The second thing is that considering the aims and goals of the lesson carefully. Each unit in textbook is quite long and it is very hard to teach everything in the given time so it is best to identify the what we need to teach and what we want the student to achieve after the lesson. Therefore, we should make the lesson plan carefully to cover all the aims and goals we have set and make sure that students can achieve the goals. We can ask for opinions from the teacher of that institute about our lesson plan and make suitable adjustments. Finally, We should be ready for unexpected things and be flexible. Many things happen in class. For example, we can have problems with our laptop, projector, audio systems; the level of the student can be better or worse than we expected; students do not understand what we are mentioning and so on. So it is very important to think about what can happen and how we can handle it smoothly. We have to be ready to make adjustments at once when something unexpected happens.
Organizing a seminar or workshop is a challenging task. To make sure it runs smoothly, you have to prepare carefully. Firstly, we should double check everything before the event happens to make sure that there is no problem and we should also have backup for unexpected problems. Secondly, we should find out and know where and who we can ask for help. This is very important when we are newcomers and sometimes we cannot solve the problem by our own. The help from the host is usually very useful and effective.
It is important to aware the culture at the place we teach. Each institute or university has different core values, teaching approaches, how to communicate with students or how to use the equipment in classes. These things may sometimes conflict with our own points of view. So it is necessary that we be ready to accept these differences and make appropriate adjustment. Sometimes, we need to practice to form a new habit while teaching in a new environment. For example, If we use lots of slideshow and little of blackboard, but at a new university, using blackboard is an important part of the lesson. In that situation, we might consider using blackboard more frequently.
After the Practicum trip, I feel more confident when I have a chance to teach at a new environment. I know what I should do, who I should ask and how I should do it. Through the Practicum, I also know what my weakness in teaching is and I know that I need to learn more to improve it. Another thing I have also learned is that the way FTU welcomed and supported our practicum group. I had never organized an event to welcome a group of guests with that level of formality before, so I was really surprised about how they organized it. They showed us their professionality, hospitality and enthusiasm. Now I know what I should I do when there is a group of guests coming to my center: How to arrange the time for the appointment, what I should do when they come, what I should do to help them avoid some simple but time-consuming problems like finding the rooms, looking for assistance, using the equipment and so on. When participating in a trip like this, I feel more confident and prouder about our school. FTU is one of the most prestigious university in Vietnam and through the seminar, workshop, class observation and demo-teaching, I feel that we were not less competent than them in language competence or doing research ability. Finally, I would like to express my apprication to the staff and professors at our faculty who organised this great trip for us.
During the practicum at Foreign Trade University (FTU), I gained a lot of new experience in lesson preparation for a new environment, event organization, and other relevant knowledge.
Preparing to teach in a new environment is an essential task for any teacher. It is very important to know what needs to be prepared. The first step is to seek advice from teachers or managers at the institution. Useful information includes student profiles, course details, recommended teaching methods, how the lesson should be structured, and which parts of the content should be emphasized or omitted. The second step is to carefully consider the aims and objectives of the lesson. Each unit in the textbook is quite long, and it is often difficult to cover everything within the allocated time. Therefore, it is important to identify what must be taught and what we want students to achieve by the end of the lesson. A well-prepared lesson plan should align with these goals and ensure that students can meet them. We can also consult with teachers at the institution to get feedback on our lesson plan and make necessary adjustments. Finally, we should be prepared for unexpected situations and remain flexible. Many issues can arise during a lesson - for example, technical problems with the laptop, projector, or audio system; students' proficiency levels may be higher or lower than expected; or students may not understand certain parts of the lesson. That’s why it is crucial to anticipate possible challenges and plan how to handle them effectively. We must be ready to adapt quickly when unexpected situations occur.
Organizing a seminar or workshop is a challenging task. To ensure it runs smoothly, we must prepare thoroughly. First, we should double-check everything before the event to minimize the risk of problems, and we should always have backup plans. Second, we should identify the right people and places to turn to for help. This is particularly important when we are new to an institution and may not be able to resolve issues on our own. Assistance from the host is usually very helpful and efficient.
It is also important to be aware of the culture of the institution where we teach. Each university or institute has its own core values, teaching methods, communication styles, and ways of using classroom equipment. These may sometimes conflict with our personal preferences. Therefore, we need to be open to accepting these differences and make appropriate adjustments. Sometimes, this involves developing new teaching habits. For example, if we usually rely heavily on slideshows and rarely use the blackboard, but the new university emphasizes blackboard use, we should adapt and incorporate it more frequently into our teaching.
NGUYỄN VŨ UYÊN CHI
During the practicum at Foreign Trade University, I had the chance to develop and sharpen a wide range of professional skills through diverse and hands-on experiences. In terms of analytical and assessment skills, I learned how to observe, reflect on, and provide constructive feedback for my peers’ microteaching presentations. This required me to focus not only on the lesson content, but also on delivery techniques and student engagement strategies. This process helped me develop a more critical lens for evaluating teaching performance.
Regarding planning skills, I was involved in multiple aspects of preparation. Initially, I collaborated with Nhi and Tuấn to design the content for a seminar on graded readers. Although our seminar was not selected, we received valuable feedback from Ms. Phượng, which helped us reflect deeply on our academic planning. Later, I supported the workshop team (led by Trinh, Cường, and Chi 23B) by revising the content on their slides, ensuring clarity, coherence, and conceptual accuracy. I made sure I understood the content well in order to respond to potential audience questions. I also noted down key ideas and captured meaningful photos during the presentation. Despite technical issues during the workshop, we handled the situation as a team, comforted each other, and treated it as a shared learning experience.
For the microteaching session, I was in charge of the pre-speaking stage, guiding students to use idea maps to organize their thoughts on the topic of “a remarkable person.” After being reminded by Ms. Phượng about time management concerns, I took the initiative to reschedule our internal time slots and requested that each member shorten or cut certain activities to ensure everyone had the opportunity to teach without running over the students’ next class. Thanks to this adjustment, we were able to complete our teaching plan on time and even had a few minutes to take commemorative photos with the university lecturers—something that was meaningful to both us and the students.
In preparation for the Gala night, I volunteered to co-organize and facilitate the Charades game with four other teammates, contributing to content design, team discussions, and event execution. I also helped with budgeting, preparing meaningful gifts for both teachers and students, and writing thoughtful thank you card notes by hand.
My communication skills were significantly enhanced throughout the practicum, especially given my unique situation. As a member of the 2022B cohort, I was unable to join the practicum last year due to my pregnancy. This year, I had to take part in the practicum with two entirely new classes, and I did not know anyone beforehand. As such, I had to proactively build relationships from scratch, reaching out to other students and finding a team that would be willing to include me. Thankfully, Group 3B welcomed me with warmth and open arms. Over the course of just five days, we managed to build genuine trust and mutual respect, and I felt truly included. Everyone in the group was cooperative, caring, and highly supportive of one another.
Moreover, I was deeply moved by how inclusive and positive the atmosphere was across the entire practicum. Students from other groups were friendly, energetic, and willing to lend a hand whenever needed. This made the process of adaptation smoother and more enjoyable. Through this experience, I learned that effective communication is not just about speaking clearly—it is about building rapport, showing vulnerability when needed, and actively contributing to a sense of community. These are qualities I now carry with me more consciously, both as a teacher and as a teammate
In terms of cultural competency, this experience gave me deeper insight into teaching English in a local Vietnamese context. I learned how cultural expectations influence students’ engagement with materials like graded readers and how important it is to adapt teaching content to learners’ needs. It was also a reminder that language teaching isn’t just about grammar or vocabulary, but about connecting with students' realities, motivations, and cultural frames.
Finally, the practicum strengthened my leadership skills, particularly in areas of adaptability, emotional intelligence, and social responsibility. Although I was not a formal team leader, I took initiative when needed—whether in supporting content preparation, encouraging teammates, or taking part in organizing key events. I was especially inspired by my group leader, who created space for everyone to contribute actively. This inclusive and empowering leadership model encouraged me to become more proactive, take ownership of my work, and support others wherever I could.
VÕ NGỌC UYÊN CHI
The TESOL Practicum at Foreign Trade University (FTU) in Hanoi was a highly valuable and eye-opening experience that allowed me to develop a wide range of essential professional skills while gaining meaningful personal insights. Over the course of five days, I participated in microteaching sessions, collaborative lesson planning, event organization, and cultural exchanges. These diverse, hands-on experiences not only provided practical opportunities to adapt lesson plans for a new teaching environment but also taught me how to work effectively with peers and students in unfamiliar settings.
During the practicum, one of the most valuable learning opportunities came from observing a teaching session conducted by Ms. Nguyen Phuong Thao, a brilliant lecturer at Foreign Trade University. This session provided my group with essential insights into the students’ proficiency levels, learning attitudes, and classroom dynamics. Drawing from this observation, we engaged in a thorough discussion to revise and adapt our lesson plan for the upcoming micro-teaching session, ensuring it was appropriate for the learners’ needs. Throughout the teaching session, we supported one another in delivering the lesson effectively within a limited timeframe and navigated minor technical challenges together. I also had the chance to observe how each of my peers carried themselves during their parts of the lesson, learning from their individual strengths and strategies. This mutual exchange not only enhanced our collective performance but also sharpened my ability to reflect critically on both my own and others’ teaching practices.
The practicum offered numerous opportunities for me to strengthen my planning and organizational abilities through both academic and extracurricular activities. In preparation for the practicum, I was actively involved in designing and delivering a workshop presentation, where our group collaborated closely to decide on the theme, refine the content, and support each other to ensure a fair and balanced delivery. Despite encountering technical difficulties during the presentation, the mutual encouragement within our group helped us view the experience as a valuable lesson in teamwork, adaptability, and collective problem-solving.
Additionally, I was honored to be elected as one of the Masters of Ceremony for the practicum’s Gala Dinner. Together with my co-host and under the guidance of the Gala directors, we continuously revised and updated the event script, often with last-minute changes. Although our rehearsal time was limited, we managed to orchestrate a smooth and lively event, successfully setting the tone for each segment - from lighthearted games and awards to heartfelt speeches and touching performances.
Moreover, in the micro-teaching session, I was responsible for delivering the While-speaking activity, designed to help students build confidence in public speaking despite their initial shyness and inexperience. Although time constraints required me to adjust some parts of the lesson, I ensured that the main objectives were met and ended the session with an engaging quiz game to lift the class atmosphere. These planning experiences collectively enhanced my ability to coordinate activities, manage unforeseen challenges, and maintain focus on both individual and group goals.
Throughout the practicum, I had the privilege of working alongside inspiring, supportive, and highly professional peers, university staff, and guiding lecturers, whose constructive feedback and effective communication styles greatly influenced my personal growth. As an IELTS teacher, I have typically worked in solo teaching contexts, where classroom communication is largely one-directional. However, participating in the micro-teaching sessions and collaborative activities at Foreign Trade University allowed me to further develop my interpersonal and teamwork communication skills. I learned to become more cooperative, open to peer input, and flexible in adjusting my ideas and delivery based on group decisions and immediate classroom realities.
Furthermore, one of the most eye-opening aspects of the practicum was recognizing the diversity that exists within different educational institutions, even within the same country. Students’ attitudes, manners, and classroom behaviors varied in ways that were often both surprising and exciting. This experience encouraged me to reflect on my own cultural awareness as an educator and reinforced the importance of being adaptable in new academic environments.
In conclusion, the practicum not only allowed me to contribute as a participant but also challenged me to take on leadership roles in various capacities. From collaborating with my peers to adapt lesson plans and lead classroom activities, to taking charge of segments in the workshop and serving as one of the MCs for the Gala Dinner, I was consistently encouraged to demonstrate initiative, adaptability, and responsibility. Through preparing for the trip’s events, observing my peers’ teaching performances and providing constructive feedback during the hands-on experience, I found that I have strengthened my analytical, reflective, and communication skills. This practicum played a significant role in enhancing both my confidence and competence in my ongoing teaching career.
IV. CHANGE IN BEHAVIOR AND PERCEPTION
HUỲNH THỊ KIỀU NHI
The practicum experience has not only enhanced my professional skills but also brought about significant changes in my behavior and perception, particularly in how I view leadership, collaboration, and the role of communication in educational and organizational contexts.
Initially, I approached leadership primarily as task-oriented and goal-driven. However, throughout the practicum, I realized that effective leadership extends beyond merely assigning responsibilities and managing timelines. It involves emotional intelligence, empathy, and the ability to foster a sense of shared ownership among team members.
Moreover, I experienced a transformation in how I approach communication. Previously, I focused on clarity and efficiency but now, I understand the value of respectful and personalized communication in building reliability.
Another meaningful shift I experienced was in how I approached planning and problem-solving. During the practicum, especially while managing both a workshop and the Gala Dinner, I quickly realized that things don’t always go as planned. For example, we had to revise our lesson plan right after an observation at Foreign Trade University, and there were also unexpected changes just hours before the Gala Dinner. These situations pushed me to think on my feet, stay calm, and make quick decisions with a clear head. I’m proud of how I handled those moments. They helped me grow into a more flexible and confident leader.
Finally, the practicum really changed the way I understand what it means to be an effective teacher. I used to think that good teaching mainly came from having a clear, well-organized lesson plan. However, after the observation and demo - teaching, I realized that there’s so much more than that. Teaching isn’t just about transferring knowledge, it’s also about understanding who your students are, what they need, and how the classroom environment shapes their learning styles. That insight helped me to adjust my teaching style to make it more engaging, more student - centred and more appropriate to each context.
HÀ XUÂN CƯỜNG
This practicum provided many valuable lessons, the most significant of which were the importance of flexibility and adaptability. For instance, during the micro teaching session, when student engagement and proficiency levels did not meet initial expectations, it became clear that the teacher needed to adjust the lesson in real time to suit the actual classroom dynamics. This ensured that students could follow the lesson and participate more actively. Similarly, when the group encountered technical problems during the workshop presentation, the presenter needed to respond calmly and creatively to maintain the flow of the presentation instead of becoming flustered or passive.
Additionally, an important piece of advice from Dr. Phượng was the value of thorough preparation—not just in academic matters, but in daily life as well. For example, when staying at a hotel for a work trip or practicum, it is wise to research the surrounding area in advance, including essential services such as hospitals, pharmacies, and transportation options. This kind of readiness can prove extremely helpful in unexpected situations and is a habit worth developing for both professional and personal growth.
TẠ LÝ UYÊN TRINH
Participating in the TESOL practicum organized by the Faculty of English Linguistics and Literature, USSH-VNUHCM, and hosted at the Faculty of English for Specific Purposes, Foreign Trade University (FTU), Hanoi, marked a pivotal chapter in my professional development. Over the course of five days, I was immersed in a dynamic blend of academic exchange, cross-institutional collaboration, and hands-on teaching practice. This experience reshaped not only how I perceive language education but also how I behave and contribute as a TESOL practitioner. It challenged assumptions, revealed hidden areas for growth, and inspired lasting improvements in my teaching philosophy and professional identity.
Among the activities, the microteaching experience had the most direct impact on my classroom behavior and pedagogical mindset. The preparation process required our group to engage in detailed textbook analysis (Prism Listening and Speaking 1) and align activities with specific learner outcomes. Anticipating the classroom constraints at FTU, we had to carefully adapt our materials and interaction strategies. During the actual session, I encountered a learning environment that was unfamiliar in several ways, a blackboard-focused room setup, students seated in rows of shared tables, and a range of proficiency levels. These realities called for immediate adjustments. I learned to slow down the delivery, scaffold vocabulary more explicitly, and use the blackboard strategically for visual emphasis. In addition, I placed greater focus on balancing student participation, encouraging quieter students while moderating dominant voices. The feedback from observers, including Dr. Trần Thị Minh Phượng, and my peers, highlighted how these adaptations improved engagement. Most significantly, the microteaching reinforced the importance of being responsive to classroom dynamics, not just following a lesson plan.
Equally transformative was my role in our group workshop presentation, which was part of the practicum’s formal academic program. Our group presented a study on collaborative writing practices among English-major students. As the lead author, I had the responsibility of conducting and organizing an academic research paper under time constraints. The project, originally initiated in one of my previous courses, was only partially completed before the practicum. Together, our group finalized the data analysis, structured the findings, and prepared the slides. During the presentation, a technical formatting issue interfered. This situation taught me that composure and adaptability in academic settings are equally important as content expertise. More importantly, being a part of a professional environment gave me insight into the expectations and etiquette of academic discourse, strengthening my future readiness for conferences and symposia.
Another key shift in perception came from understanding that preparation must extend beyond pedagogy. Based on insights from Dr. Phượng and my own experiences, I learned that effective teaching in a new setting involves familiarizing oneself with not only student profiles and textbooks but also practical matters such as classroom logistics, available equipment, and local institutional norms. Knowing how to navigate these aspects made me more confident and allowed me to deliver my lesson with a clearer sense of control.
Through our lesson planning, I also discovered the value of prioritizing key learning goals. Not every textbook task is essential in a 45-minute session, and our team learned to trim activities while keeping the focus on vocabulary recognition, listening comprehension, and discussion-based output. This planning was done collaboratively and supported by consultation with FTU instructors, which further emphasized the role of academic partnership and alignment in successful teaching delivery.
Outside of micro teaching and workshop presentation, attending the academic seminar gave me further insights into contemporary research trends in ELT. Presentations on process-based writing, academic autonomy, and AI tools in synthesis writing were especially informative. These sessions showed me how innovation and practicality can coexist in language education and sparked ideas for how to incorporate such practices into future classroom contexts. Observing how the Faculty of English for Specific Purposes (FTU) coordinated the seminar, from speaker moderation to time management, also deepened my understanding of academic professionalism and institutional hospitality.
In terms of cross-cultural awareness, the practicum helped refine my intercultural teaching sensitivity. FTU students had high levels of motivation and discipline but exhibited different participation styles compared to students I had worked with in English centers. I learned to give more time for responses, provide examples before open-ended questions, and use occasional L1 clarification strategically to ensure comprehension. This shift allowed me to better meet students where they were and promote participation in a way that respected their communication preferences.
Personally, the practicum enhanced my self-awareness as a teacher. I began identifying specific habits to improve, for instance, over-explaining instructions or underestimating how long certain tasks would take in practice. Simultaneously, I became more confident in my ability to think on my feet and adjust based on classroom feedback. I stopped seeing the lesson plan as a fixed script and started viewing it as a flexible roadmap.
My collaborative behaviors also evolved. Whether it was coordinating teaching roles during microteaching, finalizing the paper draft as the lead author for our workshop, or helping organize the practicum gala, I experienced firsthand the value of shared leadership. Rather than taking control, I practiced listening, negotiating, and supporting others’ contributions. These experiences reaffirmed that professional contribution is not about individual visibility but about collective achievement.
Finally, one of the most important outcomes of the practicum was a renewed sense of professional identity. Being part of a high-standard program hosted by the Faculty of English for Specific Purposes (FTU), a leading institution known for academic rigor, allowed me to benchmark my skills and ambitions. Rather than feeling inadequate, I felt inspired. The exposure to a structured, research-informed academic environment motivated me to seek higher standards in my teaching, research, and academic communication.
I would like to express my heartfelt appreciation to the Faculty of English Linguistics and Literature, USSH-VNUHCM, for designing such a meaningful and immersive practicum, and to the Faculty of English for Specific Purposes (FTU) for hosting us with professionalism and generosity. I am grateful to the lecturers who provided invaluable guidance and feedback, especially Dr. Đoàn Hồng Nhung and Dr. Trần Thị Minh Phượng. Their insights not only enhanced my teaching but also encouraged critical reflection. I also deeply appreciate my teammates, whose dedication and cooperation made each stage of the practicum productive and enjoyable. Lastly, I thank the FTU students who participated in our sessions with openness and enthusiasm, making the entire experience feel authentic and impactful.
In conclusion, this practicum was a turning point in my TESOL journey. It challenged my routines, sharpened my skills, and reshaped how I understand and approach language teaching. I leave the experience not only with improved technical ability but also with a deeper sense of purpose and belonging in the field of education. Moving forward, I am committed to building on these insights as I continue to grow as a reflective, adaptable, and student-centered educator.
ĐỖ VĂN TUẤN
After the practicum trip, I feel more confident about teaching in a new environment. I now know what to do, who to ask, and how to go about it. The practicum also helped me identify my weaknesses in teaching, and I understand that I need to continue learning and improving.
Another important lesson I learned was how FTU welcomed and supported our practicum group. I had never participated in organizing such a formal event to welcome guests before, so I was truly impressed by their professionalism, hospitality, and enthusiasm. I now know how to handle similar situations at my own center - for example, how to arrange appointments, what to do when guests arrive, and how to help them avoid simple but time-consuming issues like finding classrooms, getting assistance, or using equipment.
Participating in this trip made me feel more confident and prouder of our school. FTU is one of the most prestigious universities in Vietnam, and through the seminar, workshop, class observation, and demo teaching, I realized that we are not any less competent than them in terms of language proficiency or research ability.
Finally, I would like to express my appreciation to the staff and professors at our faculty who organized this valuable trip for us.
NGUYỄN VŨ UYÊN CHI
In terms of my contribution, I actively engaged in multiple aspects of the practicum—from co-designing workshop content and leading activities during the Gala night to managing time effectively during our microteaching session. I also made a conscious effort to support my group members both emotionally and logistically throughout the week. Although I was placed in a new cohort due to personal circumstances, I quickly integrated into the group and contributed to building a collaborative, respectful, and uplifting team dynamic. Looking back, I feel proud of the role I played—not only in terms of the tasks completed, but also in the energy, empathy, and care I brought to each interaction.
The most significant change I experienced during this practicum was a shift in mindset—towards a more positive, mature, and emotionally grounded outlook on life. This transformation was largely inspired by a heartfelt conversation with our group supervisor, Dr. Trần Thị Minh Phượng, on the afternoon of the 24th. After a thorough team meeting in which she gave detailed and personalized feedback to each of us, she went on to share life lessons that struck a deep chord within me.
One of the most valuable moments came from her detailed and constructive feedback on our microteaching session. She kindly pointed out specific areas for improvement, especially in terms of time management. Thanks to her guidance, I took the initiative to revise our lesson timeline and encouraged my teammates to trim some activities. This helped us ensure that every member had enough time to teach without overlapping into the next class session. In the end, we successfully completed our microteaching and even had time to take a commemorative photo with the FTU lecturer and students. It was a small achievement, but it reinforced in me the value of preparation, respect for others’ time, and responsible collaboration.
Ms. Phượng’s positive energy, emotional generosity, and grace left a lasting impression on me. I found myself reflecting deeply on how I show up—not just as a teacher, but as a person. I’ve become more self-aware, more open-hearted, and more intentional in spreading kindness and optimism in my daily life. Most importantly, I’ve come to understand that happiness is not something we wait for—it’s something we choose, in how we think, feel, and act.
I would like to express my heartfelt gratitude to Dr. Trần Thị Minh Phượng Phượng, as well as to Dr. , Ms. Nguyễn Đăng Nguyên, Dr. Võ Thị Nữ Anh, and all the lecturers and organizing committee members from the Faculty of English Linguistics and Literature at the University of Social Sciences and Humanities. This practicum has been a truly meaningful journey—one that offered not only valuable academic and professional insights, but also priceless personal and spiritual growth.
VÕ NGỌC UYÊN CHI
Reflecting on my experience during the TESOL practicum, I recognize a profound shift in both my professional skills and mindset. Throughout the event, the diverse roles I took on - from preparing the workshop presentation to leading segments of the Gala Dinner and micro-teaching - have deeply influenced my approach to teaching and collaborating. I have learned to be more adaptable, open to constructive feedback, and flexible in my communication with both peers and students. As I stepped outside of my usual solo-teaching comfort zone, I became more cooperative, thoughtful, and productive, recognizing the value of working collaboratively toward shared goals.
The micro-teaching session was particularly transformative, allowing me to hone my planning, communication, and leadership skills while also embracing new perspectives on cultural competency. I have learned that effective teaching is not simply about delivering content but about creating an environment where students feel comfortable participating, making mistakes, and learning from each other. This experience has made me more aware of how diverse students’ needs and behaviors can be, and how crucial it is to adapt my teaching methods accordingly.
Furthermore, my deep appreciation goes to Dr. Tran Thi Minh Phuong’s detailed and constructive feedback was invaluable in this process. Her thoughtful suggestions after each event - the workshop, seminar, and micro-teaching sessions - helped me reflect on my strengths and identify areas for improvement. Her guidance has further solidified my belief in the importance of continuous self-assessment and growth as an educator.
I would also like to express my sincere gratitude to Foreign Trade University (FTU) for hosting us with such warmth and hospitality. The opportunity to engage with the FTU community enriched my learning experience immensely. Additionally, I am thankful to my own institute, Ho Chi Minh City University of Social Sciences and Humanities, for providing us with this incredible opportunity to participate in such meaningful and impactful events. The practicum has not only expanded my skills but has also enhanced my mindset towards becoming a more well-rounded, empathetic, and effective educator.