VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

HO CHI MINH CITY, JUNE 2024

Nguyễn Huỳnh Anh ​(22814011103)

MEMBERS

Nguyễn Thị Vân Anh ​(22814011106)

Tạ Hạnh Diễm

(22814011111)

Nguyễn Thành Đạt ​(22814011115)

Lưu Dịch Lâm

(22814011122)

table of ​contents

PART 1: THE REVISED LESSON PLAN

Individual Reflection

• Nguyễn Huỳnh Anh
  
• Nguyễn Thị Vân Anh
  
• Lưu Dịch Lâm
  
• Tạ Hạnh Diễm
  
• Nguyễn Thành Đạt
  

References

Appendices

Procedure

REFERENCES

Bryson, E., & Lee, C. (2021). Voices A2/B1 – Student’s book. National Geographic.

Part II. MICRO-TEACHING

2.1 Preparation

• Preparation prior to the trip
  

• Classroom observation
  

Wrapping up an ​informative

observation session

at TBD University

• Lesson plan revision
  

However, there remained some problems that made us confused during the ​teaching. The first problem is the grouping. Although we anticipated that the ​whole class would not be present and there would be some students absent, we ​could not use the original study groups as some groups outnumbered the others to ​the point it would be unfair for activities or the game. As a result, we spent a lot of ​time arranging the groups at the beginning of the lesson. Nevertheless, during the ​micro-teaching, we still had to divide the groups one more time as the ones ​previously arranged no longer worked.

The next problem is the operation of technology. As our slides were downloaded ​from Google Slides to a local folder, some parts of the audio didn’t play although ​we already checked them prior to the micro-teaching. Therefore, we had to go ​online for the audio, and it took some of our valuable time. Another technology ​problem, which we didn’t anticipate, was the unfamiliarity with the user interface ​of the laptop, as it was borrowed from the other group (2.2) after we decided to ​merge the slides for better lesson delivery between the two groups. This led to a ​few dead times during the lesson, disrupting the teaching and learning pace.

MICRO-TEACHING SESSION

In general, the micro-teaching went quite smoothly. Most of what we expected in ​the beginning was true, as most students seemed to struggle with relatively ​demanding tasks but could still follow instructions in basic English and moderate ​speaking speed. For that reason, for complicated instructions, we explained again ​in Vietnamese and the students got the ideas perfectly. The students were shy at ​first, but as the lesson went on, they became more active and engaged. Overall, ​the class was cooperative and participated in the activities as actively as they ​could. In the end, we did quite well and managed to complete the lesson on time, ​which made us delighted as we considered time management the biggest ​challenge for us.

During the lesson, we also noticed that the students’ level was uneven. Some ​students were more dominant in activities, leading to certain groups being more ​engaged. The teaching pace might feel rushed to some students at lower levels ​compared to the general level of the class, which is pre-intermediate. Those ​problems reminded us of the importance of flexibility and thorough preparation in ​future teaching practices.

Part III. THE WORKSHOP ROLES & ​RESPONSIBILITIES CHECKLIST

3.1 WORKSHOP AT THAI BINH DUONG UNIVERSITY – POSTER ​PRESENTATION

3.2 SEMINAR AT VIETNAM NAVAL ACADEMY

Part IV. REFLECTION

4.1 Group Reflection

DESCRIPTION OF THE INSTITUTIONS’ VISION-MISSION STATEMENT

MATESOL 2022 Practicum Group with Representatives from TBDU

Group 2 receiving participation certificates and souvenirs from TBDU

Our group members presenting the poster “Adapting the CEFR:

From International to Local English Test” at the workshop at TBDU

The micro-teaching session at TBDU

The MATESOL 2022 Practicum Group

with guests from other universities at the GALA night dinner

The Faculty of English Linguistics and Literature (EF) at the University of Social ​Sciences and Humanities, Vietnam National University - Ho Chi Minh City, and Thai ​Binh Duong University (TBDU) exemplify their dedication to their Vision, Missions, ​and Core Values through distinct educational philosophies and objectives. EF is ​dedicated to being a leading institution in learner-centered and research-oriented ​education, aiming to cultivate lifelong learners and global citizens. This vision is ​supported by missions that prioritize imparting essential knowledge and ​professional competencies in fields such as English language teaching, translation, ​interpreting, literature, and cultural studies. EF emphasizes equipping students with ​adaptable skills and attitudes essential for their career advancement and global ​integration. Core Values at EF underscore excellence, integrity, responsibility, ​fairness, honesty, accountability, and environmental stewardship, fostering a ​dynamic learning environment where students thrive and contribute positively to ​society.

Similarly, TBDU stands out as a distinguished coastal institution renowned for ​attracting exceptional faculty and promising students. It prides itself on an ​educational environment grounded in integrity and rigorous international ​standards. TBDU’s mission focuses on imparting knowledge while fostering ​autonomy among students, preparing them to adapt to global economic, social, ​and technological changes, and contributing to sustainable community ​development. Core values at TBDU include integrity, kindness, honesty, academic ​freedom, respect for diversity, responsibility, and innovation, guiding decisions and ​actions across the university. These values collectively define TBDU’s commitment ​to excellence and holistic education, ensuring students are well-prepared to meet ​global challenges and make meaningful contributions to society.

APPLICATION OF TESOL/ELT KNOWLEDGE

By applying ELT knowledge in general and TESOL knowledge, our group managed ​to thoroughly prepare and confidently present the assigned tasks throughout this ​practicum trip.

Advanced Teaching Methodology

Initially, we realized that the students’ proficiency levels were quite low, so we ​decided to implement the PPP (Presentation, Practice, Production) approach to ​teach vocabulary and listening skills, and to have students practice speaking about ​their restaurant experiences. Nunan and Carter (2001) define the PPP approach as ​presenting students with an explicit description of grammatical structures or rules, ​which are then practiced in a controlled manner before progressing to freer, ​communicative use. However, they also noted that students often can supply the ​correct form in practice exercises but struggle to use it in immediate ​communicative contexts outside the classroom.

Upon further research, we found that completely applying the PPP approach was ​challenging for students, as it required them to start from no knowledge, move ​through highly restricted sentence-based utterances, and then immediately ​produce language (Hammer, 2015). While students might complete exercises ​based on examples or models, this was not our desired outcome. Gatbonton and ​Segalowitz (1988) argue that practice can lead to the automatization of certain ​aspects of performance, which frees up students’ attentional resources for other ​tasks. We wanted students to be able to apply their knowledge in real-life ​situations.

Therefore, we adopted the ESA (Engage, Study, Activate) approach. In the ​“Engage” phase, we aim to arouse students’ interest and emotions, which is crucial ​for effective learning. The “Study” phase focuses on the construction of language, ​and the “Activate” phase encourages students to use all the language they know in ​communication (Hammer, 2008).

ESA is also affirmed as an effective method for teaching vocabulary, especially to ​small groups (Hammer, 2015). Like PPP, ESA involves engaging students, often by ​presenting a picture or situation to draw them in. For example, we showed ​students pictures with missing-letter words, which engaged their curiosity and ​competitiveness. During the study phase, we explained the meaning and form of ​the vocabulary, provided pronunciations and examples, and had students repeat ​and practice the language. Finally, in the activate phase, we modeled a sample ​speech about restaurant experiences, and then had students practice with their ​partners. As they became more comfortable, we encouraged them to present their ​experiences freely and provided productive feedback.

In addition to these teaching methodologies, we integrated several theories from ​our English Linguistics Course. For instance, we applied Krashen's Input Hypothesis, ​ensuring that the language input was comprehensible and slightly above the ​students’ current level (i+1). We also incorporated Vygotsky’s concept of the Zone ​of Proximal Development (ZPD) by providing scaffolding and support as students ​transitioned from controlled practice to more spontaneous use of language.

After implementing the ESA approach, we observed a significant improvement in ​students’ vocabulary retention and fluency. They became more engaged and ​confident in using the language in real-life scenarios. However, some drawbacks ​included the time-consuming nature of the approach and the need for continuous ​adaptation to maintain student interest. Additionally, a few students struggled with ​the transition from structured practice to spontaneous communication.

English Linguistics

In our class, we focused intensively on three core aspects of English linguistics: ​phonetics and phonology, semantics, and pragmatics. We dedicated time to ​perfecting the pronunciation of vocabulary, ensuring students could articulate ​English sounds accurately. Despite our efforts, we occasionally made ​pronunciation mistakes, but we remained aware of the importance of mastering ​these aspects to enhance overall language proficiency.

In terms of semantics, our goal was to deepen students’ comprehension of new ​vocabulary meanings. We provided clear definitions and carefully distinguished ​between words that may sound alike but carry distinct meanings. Through practical ​exercises, students applied these words in sentences, honing their grasp of ​contextual nuances.

Additionally, we introduced a game where students filled in vocabulary words ​within sentences based on context clues. This interactive approach aimed to ​solidify their ability to use vocabulary effectively in everyday situations, thereby ​enhancing their semantic skills.

While our method bolstered vocabulary retention and contextual understanding, it ​also presented challenges. Balancing multiple linguistic aspects proved complex, ​and some students struggled to apply vocabulary knowledge across diverse ​contexts. This highlighted the need for structured support and additional ​reinforcement activities to consolidate learning effectively.

Syllabus Design and Material Development

Needs analysis appears to be a prominently featured component in the literature ​of ELT syllabus design and materials development (e.g. Brown, 1995; Richard, 2001; ​Tomlinson, 2011), thus further proving its essential role in the related fields. ​Following a profound analysis of various definitions of needs analysis in previous ​literature, Richard (2001) provided his definition of needs analysis as the ​methodical process of gathering and examining all objective and subjective data ​required to establish and verify justifiable curriculum purposes that meet students' ​language learning needs while taking into account the unique circumstances of ​each educational setting that impact the teaching and learning environment. This ​strikes as a highly inclusive definition since it encompasses a range of relevant ​fundamental elements, such as curriculum purposes, students’ learning needs, and ​unique circumstances of a specific educational setting. Such elements are also ​what we kept in mind when conducting various tasks: planning the content of the ​poster for the workshop presentation, developing the original lesson plan for ​microteaching, revising and finalizing the lesson plan, and planning the content of ​the presentation for the seminar at Vietnam Naval Academy.

Technology-Assisted Language Learning

The utilization and integration of diverse educational technology tools within the ​expansive field of education have been firmly established and meticulously ​scrutinized in a number of academic studies conducted within the field (Rana, ​2013, as cited in Kumar, 2021; Vecdi Can et al., 2012). The skills of utilizing ​technology tools were definitely of great help in the preparation for the workshop, ​where we were required to design a poster, and also the seminar at Vietnam ​Naval Academy, where we were challenged to adjust our PowerPoint slides to the ​uncommon ratio of the screen even to the very last night before the day of ​presentation.

Moreover, this practice proved to be indispensable for our microteaching session ​seeing that we were in charge of a lesson aiming at listening skill. We decided to ​design PowerPoint slides instead of utilizing the CPT tools provided with the ​assigned textbook. This helped us to enhance interaction and facilitate the class ​more easily as we were free to tailor them according to our plan. Regarding the ​use of PowerPoint slides, Perron and Stearns (2010) acclaimed that the utilization ​of slides enables the efficient transmission of information, affording presenters the ​ability to succinctly convey complex concepts and ideas. We found this ​characteristic of slides especially necessary to our microteaching, considering the ​gap between the lesson objectives and the students’ English competence. ​Another aspect of our microteaching session that requires the assistance of ​technology is the task of editing the audio for the listening exercise. After ​downloading the original audio, which is over 3 minutes long, we had to carefully ​check the proper time stamp and cut the original audio into shorter audios which ​matched each specific exercise and answer key for the questions. Such practice ​was a great help in ensuring students’ comprehension and great learning ​experience as well as proper management of time. We truly believe that it was not ​possible to conduct our microteaching without the help of technology.

By integrating the above knowledge, we managed to create a more ​comprehensive and effective learning environment that could better cater to a ​variety of needs, thus hopefully providing our students and audiences in different ​activities throughout this practicum trip with enjoyable experiences. Although ​there are quite a few things to revise and improve, we are still happy when looking ​back as we had put much time and effort into our work.

4.2 Individual Reflection

Nguyễn Huỳnh Anh

The practicum trip was truly an eye-opening experience that helped me improve ​both personally and professionally. Throughout the trip, I was able to participate in ​various activities, including the workshop and micro-teaching at Thai Binh Duong ​University (TBDU) as well as the GALA night, which allowed me to reflect and apply ​what I had learned in the MA-TESOL program in real-world situations while ​developing my interpersonal skills.

Planning and time management were the two most important skills I developed on ​the trip. At first, I was overwhelmed by the tight schedule and at one point, I ​became lost in work, life, and all the tasks that needed to be done. The struggle ​began with organizing group meetings because our work schedules varied ​significantly, giving us no choice but to meet online around midnight. Planning for ​the micro-teaching lesson was also a challenge due to the strict class duration. ​For that reason, our lesson had to be rehearsed and adjusted repeatedly to meet ​the time constraint. Every time there was a change, the duty of each member ​changed and the planning had to be redone to ensure everyone had an equal ​opportunity to express themselves in the classroom. Fortunately, I realized that the ​more I planned, the more skilled I grew and towards the end of the preparation, ​everything went relatively smoothly.

Another interpersonal skill is adaptability. As someone who always wants things to ​go exactly as planned, I was confronted with various unexpected situations. First ​was our group’s lesson plan. Before the trip, our group was constantly reminded ​that the students’ level would be lower than what we expected, yet not until the ​observation did we realize how much we would have to modify to match the ​students’ level. Back at the hotel after the observation, we had to stay up quite ​late to simplify everything, from examples and exercises to the minigame, as well ​as consider how much Vietnamese instruction we should integrate into our lesson. ​Personally, as the schedule progressed, I accepted the task of compiling photos ​taken during activities to create a video to be played during the GALA night. Back ​then, I believed I would be able to finish the task on time. However, I ​underestimated the amount of work and the video was delayed till the last minute. ​Those experiences further reminded me that unexpected situations are ​unavoidable and I should always be mindful and well-prepared to adapt quickly ​accordingly.

Besides interpersonal skills, the practicum also broadened my perspectives as a ​teacher by highlighting the importance of cultural variations in the context of ​English teaching and learning. This was not my first experience teaching a ​university class at the pre-intermediate level so I was not particularly nervous or ​worried. However, as confident as I was, I quickly realized that different teaching ​contexts result in different student characteristics and thus, different teaching ​methods should be applied. Students at TBDU were more ‘shy’ than my students ​back in Ho Chi Minh City, and they were not used to full English instruction. During ​the observation, based on our exchange with the class’s teacher, several students ​even switched classes because they found it easier to learn in an environment ​where their mother tongue was involved. As someone who usually uses full English ​instructions in the classroom with the intention of giving students as much exposure ​to the target language as possible, the situation raises a question of how much ​exposure is enough and how much is excessive. I believe I will pay attention to find ​an answer to this question as I continue on my teaching journey.

In conclusion, the practicum trip provided me with valuable opportunities to ​advance my teaching career while also growing as a person by equipping me with ​essential skills and broadening my perspectives. The challenges I encountered ​helped me refine my planning, time management, and adaptability and I hope to ​bring those lessons with me as I move forward.

Nguyễn Thị Vân Anh

Reflecting on my practicum experience at Thai Binh Duong University (TBDU), I am ​struck by its profound impact on both my professional development and personal ​growth. I took on the responsibility of coordinating our nearly 50-person, 4-day-3-​night trip with a tour agency, organizing a seminar on writing skills, and micro-​teaching sessions with a mix of excitement and apprehension. Despite the weight ​of these tasks, they fueled my determination to excel.

Late-night virtual meetings became our norm, as we navigated conflicting ​schedules with a shared drive for excellence. Each session taught me the art of ​perseverance through careful planning under pressure and refining my skills in time ​management and collaborative teamwork. Iterative adjustments to our micro-​teaching plans became routine, guiding me toward lessons that were not merely ​instructive but transformative. However, the true test came during our classroom ​observation. Our carefully planned lesson strategies, aimed at smooth execution, ​were met with unexpected challenges in student engagement and language ​proficiency levels. This humbling experience led us to adjust our approach, ​incorporating local examples and bilingual instructions to improve understanding. ​Moreover, the practicum deepened my understanding of cultural sensitivity in ​teaching. Accustomed to immersive English environments, I learned the delicate ​balance between maximizing language exposure and ensuring students’ comfort ​levels. The reserved demeanor of TBDU students underscored the importance of ​nurturing an environment where learning unfolds naturally, respecting individual ​paces and preferences.

Beyond these technical skills, the practicum thrust me into a leadership role when ​coordinating our 4-day-3-night trip with a tour agency. The aim was to meet the ​diverse expectations of our entire group while facilitating a seamless schedule. ​Navigating the logistics of our trip proved challenging from the very beginning. ​Originally, we planned to go to Malaysia but encountered financial difficulties, ​prompting us to switch to our backup plan. I had spent months contacting related ​parties and universities in Malaysia, but unfortunately, those efforts proved futile, ​leaving me quite disappointed. Despite this setback, I revived my spirits and ​redirected our plans toward organizing a tour to Nha Trang City. As the liaison ​between our group and the tour agency, I was tasked with conveying our ​preferences while adhering to the agency’s itinerary constraints. Initially, ​excitement buzzed among our cohort as we anticipated the upcoming cultural ​immersion. However, as the trip unfolded, so did unforeseen issues.

Balancing contrasting viewpoints required careful negotiation and diplomacy, I ​facilitated discussions between dissatisfied parties and the tour agency, striving to ​find common ground. Effective communication emerged as pivotal—not only in ​relaying our expectations but also in understanding the agency's logistical ​constraints and local expertise. Throughout this process, I learned valuable lessons ​in leadership and compromise. Embracing feedback and adapting plans in real-​time became essential skills, ensuring a positive experience for everyone involved. ​By maintaining open lines of communication and a solutions-oriented approach, I ​mediated between differing expectations, fostering a cohesive and enjoyable trip.

Ultimately, the practicum experience extended beyond classroom teaching into ​real-world scenarios where cultural sensitivity and effective leadership are ​paramount. It reinforced the importance of flexibility and empathy in educational ​settings, where understanding and accommodating diverse perspectives ​contribute to meaningful learning experiences. As I continue my journey in ​education, these lessons from coordinating our practicum trip will undoubtedly ​shape my approach to teaching and navigating professional challenges with ​resilience and understanding.

Lưu Dịch Lâm

Throughout the MA TESOL program, Practicum is a valuable opportunity for me to ​self-reflect on my knowledge and skills which I have acquired; to improve my ​teaching techniques and to widen my understanding of TESOL in different ​contexts. During the trip, I was able to participate in various activities, such as ​workshop and micro-teaching at TBDU, seminar at Vietnam Naval Academy, and ​the GALA night, which have provided me many useful experiences and allowed me ​to further develop my professional skills.

Firstly, prior to the beginning of Practicum, my team had quite a difficult time ​planning the field trip, including micro teachings, workshops and seminars. ​Specifically, we were not familiar with the teaching contexts and the proficiency ​level of our students at TBDU in Nha Trang. At this stage, teamwork skills, planning ​skills and time management skills were the three most crucial skills that I ​highlighted for application. Despite having difficulties with the time arrangement ​for group meetings, constant updates for the lesson plans, workshops, and ​seminars, our group tried to manage the situation by discussions, consulting our ​professor, adjusting the plans and time limitations.

Secondly, regarding micro-teaching, flexibility and adaptability were the two ​notable skills which I have honed. Each time a change occurred, the ​responsibilities of every member shifted, and the plans had to be revised to adapt ​to the realistic situation and ensure everyone had an equal chance to express ​themselves during the trip. Besides, as things may not always go as planned, it is ​important to hold the idea of adaptability, which was truly reflected in the ​unexpected situations in the trip. For example, the actual level of the students and ​the time constraint for micro-teaching were different from our expectations, thus ​we needed to adjust and rehearse regularly to match the updates. Thanks to the ​observations, we were able to simplify the language use in all contents, ​considering how much Vietnamese instruction we should integrate into our lesson, ​using examples that are familiar to the students and games that motivate them; ​which helps our students to understand our lesson to their fullest extent. Also, with ​respect to classroom management, I noted that if there is an odd number of ​students in a pair-work activity, a group of three students should be formed so that ​the teacher can move around and observe his class best.

Thirdly, the seminar and GALA have really broadened my perspectives as a teacher ​by highlighting the importance of cultural variations in the context of English ​language teaching and learning. At first, I was quite nervous as this was my first ​time conducting a seminar at an academy, and I was worried about the audience ​reactions to my speech. However, having seen the former groups’ presentations, I ​felt more confident as the audience were energetic and cooperative. Having a ​chance to work with a large number of audience members from all walks of life ​has developed my cultural competency skills. Generally, the stakeholders in ​Practicum have raised my awareness of cultural diversity and helped me learn how ​to apply it into my English classroom. For instance, classroom management, ​classroom activities and instructions may differ significantly depending on the ​students’ backgrounds, learning styles, and learning environment.

Finally, upon completion of the program, Practicum was truly an invaluable ​experience to further my teaching career by equipping me with essential ​professional skills and widen my knowledge about different perspectives of ELT. All ​the lessons and challenges I encountered in this trip helped me develop myself by ​honing the teamwork skills, planning skills, time management skills, flexibility, ​adaptability, and cultural competency skills; and I am looking forward to applying ​this knowledge to my teaching career.

Tạ Hạnh Diễm

This practicum trip provided a valuable opportunity to develop and reflect on ​various professional skills. Through practical teaching experiences and ​collaborative activities, I was able to identify my strengths as well as areas for ​improvement.

As I observed our group’s microteaching session, I had a chance to challenge my ​own analytic skills to assess my group members’ microteaching presentations and ​consequently learn more from both their strengths and shortcomings. As a team, ​we achieved certain notable accomplishments such as: completing the lesson plan ​efficiently without exceeding the allocated time; successfully overcoming several ​anticipated difficulties, such as a possible lack of student engagement as well as ​their unsuccessfully finishing the listening exercise due to their relatively low ​competence. However, there were shortcomings that highlighted areas for ​improvement. These include the overall fast speed of speaking for all team ​members including me. Several other noteworthy points that I have learnt from our ​individual performance are: as noted from my section, to highlight the knowledge ​that is useful for the following sections, such as certain vocabulary; to pay more ​attention to the tine-management skills and to avoid a dependence Vietnamese in ​instructions even in case of students with low levels, as observed in Van Anh’s ​section; to notice when to play and pause audio when correcting listening exercise ​to support students better, as observed in Huynh Anh’s section; to always check the ​necessary knowledge related to the lesson, such as the vocabulary pronunciation, ​carefully, as observed in Dat’s section; class-management skills, particularly in ​arranging pair work, as observed in Lam’s section. Due to various objective factors, ​our microteaching has much room for improvement. Nevertheless, I still personally ​feel proud of our group’s performance in the microteaching session.

Besides microteaching, we were required to prepare for a range of other activities, ​which was quite a challenge for my planning skills. During the microteaching ​sessions, I honed my planning skills significantly, as can be seen from the extensive ​changes in our lesson plan. One specific challenging task in the process of ​planning the lesson for both my team members and me was that we had to ​carefully divide the lesson parts, paying close attention to the duration of audio ​materials used and concurrently ensuring a reasonable teaching time allotted to ​each member. Additionally, organizing workshops taught me the importance of ​arranging posters in a standee format for better visibility and engagement. One of ​the most exciting experiences was participating in the Gala, where I learned to ​select songs and perform, which was a new and enriching experience for me.

Effective communication was another crucial aspect during the practicum, ​especially when working under time pressure. This was particularly evident when ​Van Anh was busy planning for the entire group, and team members had ​conflicting teaching schedules. Despite these challenges, we managed to ​communicate effectively, ensuring that everyone was on the same page and tasks ​were completed on time.

The aforementioned time pressure also led to a challenge in terms of leadership ​skills. Throughout the practicum, I actively proposed and took on several ​responsibilities instead of waiting passively for the leader to assign tasks. This ​proactive approach was something I had developed during my MA course, ​considering the high competence of my classmates and our tight work schedules. ​However, the teamwork for this practicum was like a more intense experience of ​such practice, especially when our leader was also in charge of excessive ​responsibilities of planning the field trip for our whole cohort. This experience truly ​highlighted the need for effective leadership and shared responsibilities within the ​team.

Another valuable experience that I gained from this practicum trip was my first ​time interacting with students from different cultural backgrounds. Initially, I, as ​well as other team members, had limited interactions with them and did not get to ​know them well until the teaching days approached. This lack of prior interaction ​posed a challenge, but it also provided an opportunity to enhance my cultural ​competency skills to adapt to new social environments.

The practicum also had an influence on my behaviors and perception. As can be ​seen from the above reflection, one noteworthy highlight of the whole trip was ​surely our microteaching. Conducting a demo class under the pressure of limited ​preparation time and unfamiliar materials tested my adaptability and resilience, ​ultimately broadening my teaching skills and providing invaluable practical ​experience. Furthermore, during this trip, I had the opportunity to interact with ​numerous experts in the field. Engaging with seasoned professionals allowed me ​to gain valuable insights into the latest teaching methodologies and strategies. ​These interactions not only expanded my professional knowledge but also provided ​me with practical knowledge that I could immediately apply in the classroom.

Overall, to me, ‘a roller coaster of emotions’ would be a phrase I relate to when ​looking back at this practicum trip. It reinforced the importance of flexibility, ​continuous learning, and the ability to quickly adapt to new teaching environments. ​These experiences have made me more confident in my teaching abilities and ​more prepared to handle the dynamic nature of the educational field.

Nguyễn Thành Đạt

My practicum at Thai Binh Duong University (TBDU) and the Naval Academy (NA) in ​Nha Trang City was a deeply enriching experience that allowed me to grow both ​personally and professionally. Comparing the students in TBDU with those in Ho Chi ​Minh City, where I also teach contemporary, revealed distinct learning preferences ​and cultural influences. At TBDU, students tended to be more reserved and ​hesitant to participate actively in class. Recognizing this, I focused on fostering a ​supportive classroom atmosphere through small group activities and peer ​discussions to empower students to overcome initial shyness and engage more ​confidently. This experience deepened my understanding of effective teaching ​practices and underscored the importance of cultural sensitivity in creating ​inclusive learning environments.

Furthermore, at TBDU, I observed that many students relied heavily on Vietnamese ​explanations for grammar concepts, highlighting their challenges with English-only ​instruction. This realization prompted me to adjust my teaching methods to better ​support their learning. Implementing activities like micro-teaching lessons and ​workshops taught me the importance of thorough preparation and creating ​engaging sessions. Despite occasional struggles with time management and lesson ​engagement, each misstep served as a valuable lesson in humility and ​perseverance, reinforcing my commitment to continuous improvement.

Throughout this journey, my communication skills flourished as I learned to ​articulate concepts clearly and engage effectively with students and colleagues. ​Presenting at workshops and navigating Q&A sessions bolstered my confidence in ​public speaking, a skill I continually strive to enhance. Joining the GALA show as a ​performer was also a highlight, providing me an opportunity to connect with the ​community on a deeper level and share in their enthusiasm.

Reflecting on my practicum, I am grateful for the growth it has brought me. ​Engaging in micro-teaching, workshops, and seminars sharpened my ability to ​facilitate meaningful discussions and create impactful learning experiences. ​Learning from experienced educators and embracing feedback refined my ​teaching methods, making them more student-centered and effective. Embracing ​challenges and learning from mistakes has been integral to my journey, reinforcing ​my dedication to becoming a compassionate and supportive educator.

In conclusion, my practicum was a transformative experience that deepened my ​understanding of teaching and learning. I am humbled by the lessons learned and ​eager to continue growing as an educator who fosters curiosity, resilience, and a ​love for learning in every student I teach.

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Appendix A: The textbook for micro-teaching (page 40-41)

Appendix B: Answer key for listening tasks

Task 3: 1-a 2-b 3-e 4-c 5-d

Task 4:

1. She could not find good sushi.
2. There are few tuna left in the oceans.
3. She wanted to connect restaurants and people who catch fish.
4. They want to be healthy and help protect the environment.

Appendix C: Audio script for listening tasks 3 and 4

I = Interviewer, C = Caroline

Yellow = Key for task 3; Blue = Key for task 4

I: Today we’re talking to successful businessperson Caroline Bennett. Caroline runs ​a sushi restaurant in London. Tell us about that, Caroline.

C: Hi there. Sure. In the late 1980s, I lived in Japan for a while1. While I was there, I ​fell in love with Japanese society and food. After I returned to London, I was ​looking for good sushi but I couldn’t find it, so I started a restaurant1. People say ​most restaurants close after five years. Well, I started Moshi Moshi Sushi in 1994 ​was difficult sometimes, of course, especially in the last few years. Still, we’re ​doing OK.

I: That’s great! Are things different now compared to 1994?

C: Yes, very different! We are always trying to improve because our customers ​expect it. In 1994, few people in London were eating sushi, but raw fish is really ​popular now. So, people know more about it and they expect their sushi to be both ​delicious and cheap.

I: Sounds hard! And how’s your restaurant different from other sushi restaurants?

C: Well, one thing is that we try to do the right thing for the planet. When people ​think about sushi, many think about eating tuna. About twenty years ago, though, I ​found it was very hard to get tuna2. The reason shocked me. It was hard to get ​because there are so few bluefin tuna left in the oceans2. When I learned that, I ​took bluefin tuna off the menu3.

I: What did your customers think?

C: Some were unhappy, but it was the right thing to do for the environment. In ​fact, I decided to sell only environmentally friendly fish. It was hard to find, though, ​so about ten years after I started Moshi Moshi, I started another company4 that ​connects people who catch fish and the restaurants that sell it3.

Appendix D: Questions and key for the vocabulary game

Example: Which of the following words has the same meaning as “very good to ​eat” or “tasty”?

A. dessert

B. delicious

C. low-sugar

D. vegan

Write a word that has a similar meaning to the word in bold in the following ​sentence.

Sushi, a traditional Japanese dish famous worldwide, is often prepared with ​uncooked fish.

→ Raw

Choose the correct answer A, B, C or D.

My friend has a peanut ________, so when she visits, I make sure to cook meals ​that do not include peanuts.

A. ingredient

B. allergy

C. dessert

D. dish

Write a word that has a similar meaning to the word in bold in the following ​sentence.

At the restaurant, I ask for a low-fat salad because I am trying to eat less fat.

→ ordered

Which of the following words means “to make food ready for people to eat”?

A. Serve

B. Prepare

C. Order

D. Present

Match the pictures (1-3) to the correct words (a-c).

a) food for vegans b) food for vegetarians

→ 1b; 2a

Match the following sentence with THE MOST appropriate sentence from A to C.

“We usually put all the food on the table.”

A. Can I have the recipe, please?

B. My face goes red when I eat them.

C. We like to serve ourselves.

Fill in the blanks with two words from the box. Use an appropriate form.*

allergies prepare raw dishes delicious

My friend and I chose the same chicken _____________ at our local Thai ​restaurant. She thought it was _______________, but it was a little spicy for me.

→ dish; delicious