Both my internship experience and my research project allowed me to understand how the theoretical knowledge gained from my modules is connected to practice in real classrooms. When I implemented the collaborative task-based activities during my lesson with Grade 6 and Grade 7 students, the learning that I was able to observe occurred through student interaction, communication and, peer support, which embodies: both TBLT principles (Ellis, 2003; Willis, 1996) and Vygotsky's sociocultural theory (1978). My internship allowed me to use the strategies and methodologies I learnt from the Teaching Methods, Listening & Speaking, Reading & Writing, Soft Skills for Teachers and Second Language Acquisition modules, in particular lesson planning, giving clear instructions and employing groupwork into my lessons. I learnt that even using a meaningful task can serve to increase a student's attitude towards learning, build their confidence and, reduce their anxiety during the task, especially when the learning context is predisposed to English.
Through both the internship experience and research project, I understood how the theoretical knowledge from my modules works together with real classroom practice. The application of collaborative task-based activities with Grade 6 and Grade 7 students illustrated how students learn better through interaction, communicative means, and peer support, reflecting both TBLT principles by Ellis (2003) and Willis (1996) and Vygotsky's sociocultural theory (1978). The internship allowed me to apply most of the strategies from the modules, especially while planning lessons, giving clear instructions, and facilitating group work in the Teaching Methods, Listening & Speaking, Reading & Writing, Soft Skills for Teachers, and Second Language Acquisition modules. I learned that meaningful tasks indeed serve as an attitude-changing factor that builds the students' confidence and reduces anxiety when learning English.
The internship also highlighted areas that I need to advance, like managing group dynamics, providing equal opportunities for participation, and scaffolding tasks for mixed ability learners. These challenges have assisted me in realizing that teacher growth is not a one-off occurrence but a continual developing process. In addition, witnessing the students become more engaged, more verbal, and even confident has made me more conscious of some of the benefits of a student-centred teaching approach. Overall, I learned that successful teaching is about continual reflection, adjusting, and professional learning.. It called upon me to continuously develop my TBLT skills, classroom management, assessment strategies, and curricular design, as I develop into a more confident and reflective educator.
References
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Willis, J. (1996). A framework for task-based learning. Oxford University Press.