PART 1: THE REVISED LESSON PLAN

PART 2: MICRO-TEACHING

PART 4: REFLECTION

PART 5: REFERENCES

PART 6: APPENDICES

A. STUDENTS AND SETTING

Students:

• Students’ age: 18-19
• Students’ proficiency level: Pre-Intermediate (A2-B1)
• Students’ characteristics: The students are non-English-majored ​students.
• Students’ English experience:

- According to the Teacher book as well as the CEFR’s detailed ​description of the students’ overall language ability, it can be seen that ​when reaching the Pre-Intermediate level, students have been equipped ​with and grown accustomed to frequently using a number of key ​grammatical patterns (e.g., gerund and infinitive, modal verbs, basic ​determiners, etc.), coupled with some basic tenses (e.g., present ​simple/continuous, past simple/continuous, future, etc.). Additionally, they ​have developed a meaningful understanding of sufficient lexical items to ​engage in communication of several commonly discussed topics ​concerning real-world situations (e.g., aspects of their past, environment, ​and matters related to their immediate needs). In this regard, students ​reaching this level also demonstrate proficiency in personalizing and ​internalizing the acquired language and prior knowledge, accompanied by ​the basic level of creative thinking to talk about themselves and their own ​lives in different settings and contexts.

- The students have also constructed phrases on familiar topics with ​sufficient ease to handle simple and direct social exchanges, albeit ​markedly noticeable hesitation, foreign accent, and non-target-like ​linguistic patterns. However, the ideas they try to convey are usually ​comprehensible and intelligible.

- The students are able to build self-regulation as a role of language ​learners, work collaboratively in pairs/groups, and to some extent ​successfully employ higher-order thinking skills, along with interpersonal ​skills to engage in the teaching-learning process.

Setting:

• Institution: English 3 – D3 class, Thai Binh Duong University, Room A201
• Class size: around 30 students
• Duration: 50 minutes

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I.REFLECTIONS ON STRENGTHS AND WEAKNESSES

There are certain aspects of the micro-teaching session that is of great ​worth of consideration for all the members in our team. One of the most ​significant issues is time management. During the teaching session, most ​team members spent more time than allotted, which made the lesson ​prolong beyond its regular time. This problem can be attributed to the fact ​that all the team members are novices in teaching a real university class. ​None of the members had ever had experience in teaching at the tertiary ​level before; therefore, it seems that they really struggled to conduct a ​class at a university or a college successfully for the first time. Also, it can be ​also due to their amateurism in making a well-prepared and flexible lesson ​plan to still offer the learners enough major knowledge but also finish on ​time. This lack of time management skills is predominant in our ​supervisor’s comments and our team should really pay great attention to it ​for betterment in the near future.

Besides, the choices of teaching methods and strategies should also be ​mentioned as one of the weaknesses of our team. Specifically, Thinh ​should have adopted a different teaching technique for the vocabulary ​session to suit the learners better. Thy seems to be over-dependent on the ​Grammar-Translation method in her session; therefore it is vital that she ​implement various other teaching strategies to meet dissimilar learning ​styles of the learners. Nhu also needs to improve her teaching style based ​on the comments of the two observing teachers as it seems that Nhu was ​in a bit of encouraging spirit in her turn. The observing teachers advised ​that she needs to apply more motivational strategies for a more exciting ​class atmosphere. Thanh needs to adjust certain parts of his session as ​well. The comments state that the lesson would have been more ​successful if he had provided the learners with more examples and ​incorporated a warm-up activity at the beginning of his teaching turn. Last ​but not least, our team should also take other small issues into account, ​including games design, font in slides, and writing on the board.

Besides certain aspects that need betterment, our team also showcased ​specific strengths in our micro-teaching session. One of the most common ​good points in most members is to provide clear instructions in our turns. ​Almost all the members were well aware of the importance of clear

instructional strategies and their positive impact on the lesson; therefore, ​we all implemented the verbal utterances in the clearest manner. We ​preferred instructional words and phrases which are simple enough for the ​student’ level to avoid confusion among the learners as well as regrettably ​wasted time for following the first language unnecessary explanations. ​Another strength of our team that is greatly acknowledged among the ​observing teachers is how we presented ourselves in front of the class. ​While Thuong and Thinh were praised for maintaining brilliant eye contact ​with the learners and using a nice voice, Thy truly impressed the observing ​teachers and the learners with her energy and enthusiasm, making the ​lesson exciting and engrossing to a great extent. In addition, we really take ​pride in how flexible we were in selecting appropriate teaching ​approaches and methods in our micro-teaching session. We constantly ​applied various techniques to avoid boredom among the learners and also ​meet the demands of different learning styles among them. Thuong stood ​out with her habit of concept checking to ensure that the learners well ​understood her instructions and the requirements for the tasks. ​Meanwhile, Thanh did an amazing job in selecting appropriate classroom ​activities to conclude the lesson.

To sum up, despite certain faults as mentioned above, our team members ​were really happy about our first time of conducting a lesson at a tertiary ​level at the practicum Thai Binh Duong University. The comments and ​feedback from the two experienced observing teachers are tremendously ​valuable to us all in our journey of developing our professionalism. We all ​know that we should take these comments into great account and ​consider them as guidelines in our career path. Although the micro-​teaching was quite short, we did learn so much and gain priceless ​experience. We believe that this opportunity will be a remarkable event in ​our professional life. We would like to send our dearest thanks to the two ​brilliant observing teacher for their constructive words and contributions ​and the learners at Thai Binh Duong University for their amazing ​cooperation.

II. FROM EXPECTATION TO REALITY

When our teacher group embarked on this practicum, we anticipated ​that the students, with their A2-B1 English proficiency levels, as informed ​previously, would engage actively in the lessons, given their basic ​communicative skills in English. Drawing from our experience in English ​centers, where an English-oriented educational environment is the norm, ​we expected the observed class to mirror this approach. However, the ​observed class was markedly different. The students were reserved and ​unaccustomed to a fully English-driven lesson. The teacher predominantly ​used Vietnamese, even for instructions and explanations, resulting in ​minimal student participation and excessive teacher talk time. To address ​this unexpected challenge, we adapted our lesson plan to better match ​the students' actual proficiency. We simplified instructions and excluded ​certain tasks to ensure engagement and fit the allotted time. Despite ​these adjustments, time constraints prevented us from fully completing ​the micro-teaching as planned. This necessity to constantly adapt and ​think on our feet was a crucial learning curve, highlighting the importance ​of preparation but also the need to be flexible.

Feasting on knowledge while observing a food lesson at TBD University

A photo was taken to honor the lecturers of USSH and VNA at the Seminar

During the seminar, EF the postgraduate students and NA ​undergraduate students had intensively proactive interactions and ​discussions on effective tips and techniques for learning English skills. It ​can be seen that the Vietnam Naval Academy not only trains students the ​specialized skills and knowledge in the field of the Vietnamese military. ​They also highlight the role of English in preparing the students with ​enough essential skills for globalization, one of the inevitable requirements ​for any global citizens in this flat world, especially for Vietnamese military ​staff.

II. APPLICATION OF TESOL/ELT KNOWLEDGE

Through the opportunity of the practicum, Group 3.1 has learned three ​precious lessons about implications of ESL literature researched in the ​local context of Thai Binh Duong University. To begin, effective language ​teaching thrives on a balanced integration of both the target language ​and students' native language, which is crucial for fostering ​comprehension and sustaining motivation. Next, by synergizing top-down ​and bottom-up instructional approaches, teachers can deliver a holistic ​learning experience that meets diverse student needs. Moreover,

flexibility in addressing challenges, such as time constraints, plays a pivotal ​role in enhancing lesson engagement and effectiveness. Employing these ​strategies allows teachers to create a dynamic and supportive classroom ​environment, ultimately promoting successful language acquisition and ​student development.

Balancing immersion and comprehension in language use is crucial ​for effective classroom instruction. Using 100% of the target language in ​the classroom is a widely supported practice, as it is believed to help ​students increase fluency and create an immersive learning environment. ​This belief is grounded in research such as Long's (1980) study, which ​highlights the benefits of full immersion in language acquisition. ​Surrounding students with the target language helps them to think and ​operate in that language, fostering a natural and intuitive grasp of ​linguistic structures and vocabulary (Long, 1980). This approach mirrors ​how students learn their first language, emphasizing listening and ​contextual understanding over explicit grammar instruction. Immersion ​can also help students overcome the initial reluctance to use the new ​language, as they have no alternative but to communicate and interact in ​it.

However, in practical teaching scenarios, relying solely on the target ​language can present significant challenges. In our teaching experiences, ​we observed that while using English exclusively, students often struggled ​to grasp instructions and concepts, which led to confusion and ​disengagement. These challenges can negatively impact students' ​understanding and motivation, ultimately affecting the flow and ​effectiveness of instruction. To address this issue, we found it necessary to ​provide supplementary guidance in Vietnamese. This bilingual approach ​ensured that students comprehended the tasks and instructions, ​facilitating a smoother learning process. When introducing new ​vocabulary and grammatical structures in English to Vietnamese students, ​we first presented the concept in English and then provided a brief ​explanation or answer questions in Vietnamese. This helps ensure that all ​students understand the material, allowing them to apply their knowledge ​more effectively when using English. Thus, a balanced use of the target ​language and the students' native language can enhance understanding ​and maintain student engagement.

Mr. Thanh is instructing students in dual languages

The top-down and bottom-up approaches to teaching offer distinct ​advantages and can be used to complement each other effectively. The ​top-down approach encourages learners to draw connections between ​the material and their personal experiences, fostering deeper ​comprehension and insightful inferences. Anderson and Pearson (1984) ​emphasize that this method promotes a more meaningful understanding ​of the content. On the other hand, the bottom-up approach is particularly ​suitable for beginners and struggling students, as it focuses on building ​foundational skills such as phonics, decoding, and vocabulary ​development (Harmer, 2015; Richards & Schmidt, 2010).

In our classroom, which consisted primarily of struggling students, we ​found it appropriate to adopt a four-stage lesson plan that blended both ​approaches. This hybrid method allowed us to leverage the benefits of ​each approach, providing students with opportunities to activate their ​existing knowledge during warm-up activities while simultaneously ​building new knowledge through step-by-step instruction. By ​incorporating both top-down and bottom-up strategies, we created a ​comprehensive learning environment that addressed the diverse

The top-down and bottom-up approaches to teaching offer distinct ​advantages and can be used to complement each other effectively. The ​top-down approach encourages learners to draw connections between ​the material and their personal experiences, fostering deeper ​comprehension and insightful inferences. Anderson and Pearson (1984) ​emphasize that this method promotes a more meaningful understanding ​of the content. On the other hand, the bottom-up approach is particularly ​suitable for beginners and struggling students, as it focuses on building ​foundational skills such as phonics, decoding, and vocabulary ​development (Harmer, 2015; Richards & Schmidt, 2010).

In conclusion, effective language teaching requires a delicate balance ​between using the target language and the students' native language to ​ensure comprehension and maintain motivation. Combining top-down ​and bottom-up approaches provides a holistic learning experience that ​caters to different student needs. Finally, adaptability is essential for ​overcoming challenges such as time management, ultimately leading to ​more successful and engaging lessons. Through these strategies, teachers ​can create a dynamic and supportive learning environment that fosters ​language acquisition and student growth.

III. INDIVIDUAL REFLECTION

1. Nguyễn Thanh Thương

After my practicum experience, it has been a life-changing trip, ​equipping me with a multitude of professional skills that are essential to ​my development as an educator. Dedicatedly participating in a micro-​teaching class and scientific workshop at Thai Binh Duong University ​(TBDU) besides hosting and presenting at a seminar on enhancing English ​learning skills conducted at Vietnam’s Naval Academy (NA) has provided ​me with various essential soft skills for an ESL teacher, an educational ​trainer, and an academic presenter.

Reflecting on the first batch of the trip, which is the massive and ​careful preparation, we went through several challenges, meetings, and ​communication to get everything ready for the upcoming practicum. I ​remember that was the most rushed period when the announcements ​were once emailed , all our group members had to assemble, set

multiple online meetings, and constantly contact each other via Zalo ​groups days and nights. We had to exchange information, assign tasks, ​report, check, and take over our lesson plan, workshop presentation, ​workshop poster, seminar slides, personal information preparation, and so ​on besides our personal lives and work. Honestly, though those tasks were ​quite challenging, they could also bring several benefits to some of my soft ​skills such as time management, communication, organization, and ​leadership.

During the preparation stage, the practicum involved comprehensive ​planning, from organizing the field trip to designing microteaching ​lessons, workshops, and seminars. Coordinating these activities demanded ​meticulous attention to detail and foresight. Arranging the trip to TBDU ​and the NA required managing schedules, organizing transportation, and ​ensuring all materials for the workshops and seminars were ready. This ​experience taught me the significance of logistical planning and the ability ​to anticipate and address potential issues. Additionally, planning my ​microteaching lesson was an exercise in curriculum design and time ​management, ensuring the lesson was engaging, educational, and could ​be delivered within a limited timeframe. Observing an English class for ​non-majored students at TBDU provided me with valuable information to ​tailor my lesson. Preparing for the workshops at TBDU and the seminar on ​English learning at the Naval Academy involved creating interactive and ​informative sessions, requiring an understanding of the audience's needs ​and interests. To address these needs, we incorporated games and quizzes ​to enhance the academic atmosphere at the seminar.

When it comes to communication skills, effective communication was ​a highlight of this practicum. Whether interacting and sharing with peers, ​instructors, students at TBDU, or participants at the NA, I explored how to ​express my ideas more transparently and in contrast, also how to listen ​attentively to others. Interacting with diverse groups at TBDU and the NA ​also gave me some insights into how to adapt my communication style to ​diverse groups or communities. This flexibility is essential in teaching, ​where understanding and responding to students' needs can make a big ​difference in their learning experience. Plus, giving and receiving feedback ​was a major part of the practicum. I learned to offer constructive criticism ​in a supportive way, focusing on specific areas for

for improvement while celebrating strengths. This skill is key to creating a ​positive learning environment and encouraging ongoing growth.

Adaptability and responsibility can be considered two crucial skills I ​realized that I have to achieve to become an excellent individual. Thanks to ​the issue that we had with the seminar at NA, which is a requirement for ​changing all the layout and content of the slides for presentations and ​games, I turned out to appreciate my dad’s quote “Any problems always ​open different doors of solutions.” It was urgent, it was a rainy day while we ​were sightseeing at Nha Trang University in the afternoon on the 29th of ​May, then some Zalo notifications appeared informing us that we needed ​to change most of our PowerPoint slides due to the unexpected shape of ​the screen and proficiency level of the participants. Unfortunately, our ​groups including groups 3.1 and 3.2 had been assigned to prepare a game ​to consolidate the content previously presented by the other groups, ​which means if the other groups changed their content, we would wait ​until they finished to update all of the questions. Unfortunately, again, we ​didn’t have enough time to change the questions because all the groups ​couldn’t complete their work before the morning. That led to a decision ​from our group, that Phu Thinh and I would listen carefully to the new ​presentations, then take notes, and when coming to the stage, we would ​skip some irrelevant questions and explain more on some quite-relevant ​ones. Thank God, our group’s effort paid off! The games were successfully ​completed on time with proactive interactions and all correct answers ​from the NA participants.

Phu Thinh and I hosted the consolidation game for the Seminar at NA

We had some relaxing time besides the academic parts of the trip

In wrapping up, my practicum experience has been a game-changer, ​arming me with a treasure trove of professional skills vital for my journey as ​an educator. Jumping into a micro-teaching class and scientific workshop ​at TBDU, and hosting a seminar on boosting English learning skills at NA, ​has gifted me with a mix of essential soft skills perfect for an ESL teacher, ​educational trainer, and academic presenter. This adventure has truly been ​an enriching and skill-building ride! I would like to express my gratitude to ​the English Faculty for allowing me to truly experience several wonderful ​things. I also want to send a big heart to our supervisor, Ms. Tran Thi Minh ​Phuong for taking care of our team, giving supportive advice, and so ​constructive feedback. Last but not least, I would say “Thank you, guys! You ​are the most crucial part of my ‘academic’ memories! Be slay!” Finally, I ​want to send a big hug to myself for not giving up but putting on the ​armor and fighting against those challenges to become a stronger, braver, ​and better version!

2. Nguyễn Phú Thịnh

Embarking on a practicum trip to Thai Binh Duong University (TBD) ​and the Naval Academy to conduct workshops, microteaching sessions, ​and a seminar on English learning was a memorable experience. This ​journey was not only about imparting knowledge but also about ​expanding my professional skills and evolving my understanding of ​effective teaching and learning. The following reflection delves into the ​professional skills I developed throughout the experiences

I achieved, and how this practicum has altered my behaviour and ​perception as an educator.

Regarding professional skills I obtained from the practicum, assessing ​my peers’ microteaching presentations during our time at TBD University ​was one of the critical activities. Apart from my presentations, this activity ​also provided me with a great opportunity to observe my peer’s ​microteaching performance. This task required keen observational and ​analytical skills. I learned to identify key elements of effective teaching, ​such as clarity in instruction, engagement techniques, and adaptability to ​student needs. Following the mentioned elements, our group tried our ​best to tailor the lesson to fit TBD’s students’ needs and proficiency. ​However, owing to several difficulties namely a lack of rapport, time ​constraints, and technical problems, there were still certain flaws in our ​performance hence the need for an evaluation of our teaching. ​Additionally, evaluating these presentations honed my ability to provide ​constructive feedback facilitating our further discussion. For instance, one ​peer's presentation on consolidating through a mind-map presentation ​was both innovative and engaging. Analyzing the strengths of this ​approach, I recognized the importance of context in making abstract ​concepts tangible. However, I also noted areas for improvement, such as ​the need for clearer instructions and pacing adjustments to ensure all ​students could follow along. This experience underscored the importance ​of balancing creativity with clarity in lesson planning.

A heat Q&A session during the poster presentation at TBU University

Coming to the preparation stage, the practicum involved extensive ​planning, from organising the field trip to designing microteaching ​lessons, workshops and seminars. Coordinating these activities required ​meticulous attention to detail and foresight. Organizing the trip to TBD ​University and the Naval Academy involved coordinating schedules, ​arranging transportation, and ensuring that all materials for the workshops ​and seminars were prepared. This experience taught me the importance of ​logistical planning and the ability to anticipate and solve potential ​problems. In addition, in terms of microteaching, planning my lesson was ​an exercise in curriculum design and time management. I had to ensure ​that my lesson was engaging, educational, and could be delivered within a ​tight timeframe. Fortunately, given an opportunity to have an observation ​of an English class for non-majored students at TBD University, I obtained ​more useful information to tailor my lesson. Regarding the preparation for ​the workshops at TBD University and the seminar on English learning at ​the Naval Academy, these activities involved creating interactive and ​informative sessions. This required a certain understanding of the ​audience's needs and interests. Acknowledging the mentioned issue, we ​conducted several games and quizzes to enhance the academic ​atmosphere at the seminar.

Speaking of communication skills, effective communication was a ​cornerstone of this practicum. Whether interacting with peers, instructors, ​or participants at the Naval Academy, I learned to articulate my ideas ​clearly and listen actively to others. Engaging with diverse groups at TBD ​University and the Naval Academy taught me how to adjust my ​communication style to different audiences. This adaptability is crucial in ​teaching, where understanding and responding to students' needs can ​significantly impact their learning experience. Moreover, providing and ​receiving feedback was a key component of the practicum. I learned to ​offer constructive criticism in a supportive manner, focusing on specific ​areas for improvement while acknowledging strengths. This skill is vital for ​fostering a positive learning environment and encouraging continuous ​improvement.

Held in Nha Trang, one of the spectacular tourist attractions, the practicum ​provided a unique opportunity to deepen my intercultural awareness, ​particularly regarding teaching and learning English in different cultural ​contexts. Engaging with students and faculty from TBD University and

the Naval Academy allowed me to appreciate the diverse cultural ​backgrounds that influence learning styles applied by non-majored ​students. I learned to be more culturally sensitive and to adjust my ​teaching approaches to better align with the students' cultural contexts.

The practicum required stepping into leadership roles, whether in ​planning activities, guiding workshops, or facilitating discussions. Leading ​workshops and seminars in unfamiliar environments taught me to be ​adaptable and resourceful as I was in charge of the presenter of the poster ​session. Besides, I learned to think on my feet, adjust plans as needed, and ​remain calm under pressure as the question and answer session in the ​poster presentation during the workshop at TBD University was probably ​intense. In microteaching presentations, engaging with different ​communities emphasized the importance of social responsibility in ​education in which I learned to approach teaching with a sense of purpose, ​recognizing the potential impact of my work on individuals and ​communities. This perspective has inspired me to seek opportunities to ​contribute positively to society through education.

Reflecting on the mentioned skills I learned during the practicum, I ​realize how much this experience has shaped my behaviour and ​perceptions as an educator. The process of assessing my performance and ​receiving feedback has made me more reflective and self-aware as my ​time distribution for the activity should be considered. In addition, my ​instructions should be clearer and enhanced with ICQs I now regularly ​evaluate my teaching methods and seek ways to improve, embracing a ​mindset of continuous learning and growth. In addition to microteaching, ​leading the poster presentation in the workshop and game sessions in the ​seminar boosted my confidence and encouraged me to take more ​initiative in my professional endeavours. I am now more willing to step into ​leadership roles and take on challenging tasks that push me beyond my ​comfort zone.

To put everything in a nutshell, the practicum trip to TBD University ​and the Naval Academy was a profoundly enriching experience that ​significantly contributed to my professional and personal growth. Through ​the development of analytical, planning, communication, cultural ​competency, and leadership skills, I have gained valuable insights into

effective teaching and learning. This experience has not only enhanced my ​capabilities as an educator but also inspired me to approach my work with ​greater empathy, creativity, and a sense of purpose. As I continue my ​journey in education, I am committed to applying these skills and ​perspectives to make a meaningful impact in my field.

3. Trần Nguyễn Quỳnh Như

Throughout the practicum, I developed several professional skills that ​will be invaluable in my future teaching experience. These skills include ​assessing peers, critical planning, communication, cultural competency, ​social responsibility and leadership. I developed the ability to assess peers ​effectively, providing constructive feedback that enhances collaborative ​learning. My planning skills were sharpened through meticulous ​scheduling and organization of tasks. Strong communication strategies ​were cultivated, enabling clear and effective interactions with colleagues ​and students. I also gained cultural competency, allowing me to navigate ​and respect diverse backgrounds. Finally, I embraced leadership roles, ​guiding group projects and facilitating teamwork, which collectively ​enriched my capabilities as an aspiring educator.

Assessing peers helped me to develop my analytical skills. Through ​observing the approaches adopted by my co-teachers during micro-​teaching sessions and our collective problem-solving endeavors across ​three projects, I have gleaned diverse strategies for overcoming obstacles. ​Reflecting on these assessments has enabled me to systematically analyze ​both strengths and weaknesses, fostering a broader perspective. Despite ​the potential for bias inherent in peer assessment, it has paradoxically ​enhanced my capacity to critically evaluate my own biases. By scrutinizing ​the methodologies and outcomes of others, I've cultivated a deeper ​understanding of the spectrum of approaches to problem-solving. This ​process has not only refined my analytical skills but has also enriched my ​ability to adapt and innovate in various contexts. In essence, engaging in ​peer assessment has been a multifaceted learning experience, nurturing ​not only my analytical prowess but also my self-awareness and capacity for ​objective evaluation.

Working in Group 3.1 was one of the best experiences in my academic life

Effective planning was pivotal in managing the practicum's diverse ​demands. This process began with breaking down the extensive workload ​into manageable, actionable tasks and scheduling them strategically to ​meet deadlines efficiently. To stay on top of everything, utilizing checklists ​and a detailed planner became indispensable tools for maintaining ​organization and focus. Each task was assigned a specific timeline, ​allowing for a clear overview of priorities and ensuring that no critical ​assignments were overlooked or delayed. Moreover, keeping track of ​communication channels, such as emails and Zalo, was equally essential. ​Regularly checking these platforms ensured that all important updates, ​instructions, and changes were promptly received and integrated into the ​planning process. This proactive communication strategy minimized the ​risk of missing out on vital information and allowed for timely adjustments ​to the schedule. By combining meticulous task management with vigilant ​monitoring of information channels, I was able to navigate the practicum's ​complexities efficiently. This approach not only helped in balancing ​multiple responsibilities but also enhanced my ability to respond swiftly to ​emerging requirements and unforeseen challenges. Ultimately, this ​structured planning methodology facilitated a seamless workflow, ​enabling the timely and successful completion of all practicum-related ​tasks and objectives, while reducing stress and enhancing overall ​productivity.

Working within various group dynamics honed my communication ​skills. My role as a photographer required me to collaborate not only with ​my immediate small group (Group 3.1) but also with a larger assembly ​(Group 3) and the trip organizers. Each group had different expectations ​and needs, which necessitated adaptable and effective communication ​strategies. I found that conveying important points clearly and concisely ​was crucial in ensuring that everyone understood their roles and the tasks ​at hand. This clarity was especially important when coordinating with the ​larger group and organizers, where miscommunications could lead to ​significant disruptions. Being mindful of tone also played a significant role, ​particularly in sensitive situations or when delivering constructive ​feedback. Active listening and acknowledging others’ contributions helped ​foster a collaborative environment where ideas could be freely exchanged. ​I learned the value of providing feedback in a constructive manner, as well ​as seeking feedback on my work to ensure continuous improvement. This ​reciprocal exchange of information and perspectives facilitated better ​connections and smoother teamwork, enhancing our overall productivity ​and effectiveness as a group. Through these experiences, I developed a ​comprehensive set of communication strategies that proved essential in ​navigating and managing the complexities of group dynamics effectively.

The practicum significantly enhanced my cultural competency, ​particularly in understanding and adapting to the varying levels of English ​proficiency among local students. In Nha Trang, especially at Thai Binh ​Duong University, students generally exhibited lower English skills ​compared to their peers in Ho Chi Minh City. This variation required a ​nuanced approach to teaching. Fortunately, we had the valuable ​opportunity to observe the class before taking on teaching responsibilities, ​allowing us to identify these differences in proficiency. Recognizing this ​discrepancy early on was crucial as it prompted my team and me to adjust ​our lesson plan to better suit the students' needs. We simplified ​instructional content, incorporated more visual aids, and introduced ​interactive activities that matched their comprehension level. During the ​lessons, I closely monitored students' engagement and understanding, ​making real-time adjustments to ensure they remained involved and ​grasped the material effectively. This involved slowing down the pace, ​offering additional explanations, and being ready to modify tasks on the ​spot based on students’ feedback and responses.

This experience underscored the importance of adaptability in teaching ​and being responsive to students' unique needs. It taught me that cultural ​competency involves not just awareness of different backgrounds but also ​the ability to tailor educational approaches to support diverse learning ​abilities, ensuring all students have the opportunity to succeed.

Adaptability emerged as a crucial element of effective leadership ​during the practicum. I quickly learned that making timely adjustments to ​various situations was essential for navigating the dynamic and often ​unpredictable environment of the practicum. This flexibility allowed me to ​respond to unforeseen challenges, such as changes in project ​requirements, different student needs, or evolving group dynamics, ​ensuring that our objectives were consistently met.One common difficulty ​I faced was keeping lessons on schedule. When activities ran long, student ​focus tended to dip. To avoid this, we honed our ability to adjust in the ​moment. By gauging the lesson's pace, I tried to keep students engaged ​and ensured all activities fit within the allotted time.

Engaging in diverse group settings also played a significant role in ​cultivating my sense of social responsibility. Working collaboratively with ​both my small group and the larger practicum team highlighted the ​importance of contributing to the collective benefit. This involvement ​reinforced my understanding that both individuals and organizations have ​a duty to act in ways that promote the well-being of their immediate ​environment and society at large. Through group work, I actively ​participated in discussions, shared insights, and supported my peers, ​which contributed to the overall success of our projects. This experience ​underscored the vital role of teamwork and leadership in achieving ​common goals. It taught me that effective leadership is not just about ​guiding others but also about being adaptable, collaborative, and mindful ​of the broader impact of our actions. These insights have profoundly ​shaped my approach to leadership and social responsibility, preparing me ​to contribute positively in future professional settings.

The practicum was a valuable learning experience that equipped me ​with essential professional skills. I improved my capacity to evaluate peers ​and offer helpful criticism that promotes group learning. My ability to plan ​was enhanced by my careful task arrangement and scheduling.

Clear and efficient interactions with coworkers and pupils were made ​possible by the cultivation of strong communication skills. Acquiring ​cultural competence also helped me to navigate and appreciate people ​from different backgrounds. Last but not least, I took on leadership ​responsibilities, supervising group projects and encouraging collaboration, ​all of which enhanced my potential as a future teacher.

The practicum profoundly influenced my behavior and perception, ​equipping me with essential skills and insights that will be invaluable in my ​future teaching career. When I first heard about the practicum and its ​workload, I found it quite impossible to do up to that many tasks in just ​only three days. However, as I have been through all these tasks, I feel ​everything is possible with changes in perception mentioned below. The ​experience nurtured a (1) reflective analytical approach, (2) systematic task ​management, (3) adaptive communication, (4) cultural understanding, (5) ​leadership and social responsibility, and (6) holistic planning. These ​developments have prepared me to navigate and thrive in diverse and ​dynamic educational settings.

To begin, my engagement in peer evaluations cultivated a habit of ​continuous self-reflection and improvement. Our Group 3.1 has five ​teachers, together with Group 3.2. In total, there were 10 teachers with ​various teaching styles. Observing diverse teaching methods expanded my ​understanding of various educational strategies, encouraging me to ​question my assumptions and refine my approaches. This reflective ​process heightened my ability to objectively assess my practices and adapt ​new, effective techniques to enhance my teaching.

Next, the practicum experience revolutionized my organizational skills ​by embedding a systematic approach to task management. One of the ​hardest tasks in planning was determining priorities. When there were a ​number of tasks to follow, I developed a keen sense of prioritization, ​allowing me to navigate complex responsibilities with ease. I also helped ​the group leader to set deadlines and reminders on a regular basis. These ​plan making skills transformed how I tackle multifaceted projects. ​Eventually, these skills instilled a disciplined and proactive mindset that ​ensures efficiency and timely completion of tasks.

Moreover, my communication style became more flexible and ​situationally aware, adapting to the distinct needs of various groups (i.e. ​Group 3.1, Group 3, and the practicum organizers). We worked in the ​smallest unit for micro-teaching and poster presentation. Fortunately, our ​Group 3.1 had a great leader who assigned tasks equally, so each member ​did their work before the deadline with regular check-ups. In the bigger ​group (Group 3), the smoothness in communication required more effort. ​This adaptability in communication between small groups enabled me to ​foster stronger connections and ensure clarity in interactions, improving ​both collaboration and conflict resolution within diverse team settings. It ​also honed my ability to deliver and receive feedback constructively, ​enhancing overall group synergy.

Besides, the practicum significantly deepened my cultural ​understanding by pushing me to develop more nuanced instructional ​strategies. In other words, our motto was “expect the unexpected”. By ​tailoring my teaching methods to suit the diverse linguistic and cultural ​backgrounds of students in Thai Binh Duong University, I learned to create ​more inclusive and accessible learning environments. This experience ​heightened my sensitivity to cultural dynamics, leading to more ​empathetic and effective teaching practices.

Additionally, my perception of leadership evolved to prioritize ​adaptability and situational responsiveness, not to mention the social ​perspective enhanced through doing group projects. I developed the ​ability to make informed as well as unprompted decisions that cater to the ​changing needs of both the group and the project. This flexibility ​strengthened my capability to guide teams through unforeseen ​challenges, emphasizing a leadership style that is both decisive and ​adaptable. Moreover, working within various group settings enriched my ​understanding of social dynamics and collective responsibility. This ​exposure fostered a deeper appreciation for the importance of ​contributing to group success and supporting peers. Therefore, I learned to ​balance individual and group goals, promoting a collaborative ethos that ​underscores the value of teamwork and shared accountability.

Finally, the practicum instilled a holistic approach to planning and ​execution, integrating task management with real-time adaptability.

This perspective allowed me to navigate the complexities of the practicum ​efficiently, enhancing my ability to manage multiple responsibilities while ​maintaining a clear focus on overarching goals. It not only improved my ​ability to juggle multiple responsibilities but also instilled a proactive ​mindset. Thus, it enabled me to anticipate and swiftly adapt to emerging ​challenges.

To sum up, these transformative experiences during the practicum ​significantly enhanced my behavior and perception, equipping me with a ​refined set of skills and a deeper understanding of my role as an educator. ​These insights have laid a strong foundation for my future teaching ​endeavors, preparing me to effectively address the diverse and dynamic ​challenges of the educational landscape.

4. Nguyễn Hoàng Thành

The practicum, despite its short duration, has literally offered extensive ​insights into teaching at a tertiary education level and related academic ​activities, as well as an unforgettable gala night. I have gained tremendous ​experience and precious memories that will be ingrained in my mind for ​good. In this section, I would like to briefly recapitulate this brilliant trip and ​share certain reflections from my perspective.

First, concerning the micro-teaching itself, I have learnt that teaching ​non-major EFL learners at a university or a college is truly different and ​challenging. As a teacher of IELTS at a centre for about three years, I have ​been well-accustomed to a small-sized class which has ten to fifteen ​students; therefore, I had a bit of difficulty in dealing with a class with a ​larger number of students at the practicum university site. It seems that ​other students in my practicum team had the same trouble, as we were ​not really fluent in our instructions and especially did not manage our ​allotted time well. This issue really makes me consider being better ​prepared in the near future if I become a lecturer at a university or a ​college. In addition, I have witnessed that the interactions at a university ​might seem looser than a class at a language centre due to the larger ​volume of learners. This can also be attributed to the fact that the students ​at a university do not have great bonds with others like a class at a ​language school so I believe one of the most optimal solutions is that I ​really need to incorporate more backup activities, including pair-work

develop when I become one in the near future.

The field trip is a precious chance for me to observe and learn and it is ​also an opportunity for me to assess myself and my professional ​development. I am rather happy and satisfied with how I contributed to ​my team’s tasks. We shared, we discussed, and we even debated, but in ​the end, we paid each other real respect and put aside our egos for the ​success of the teamwork. I learnt from my peers as much as they learnt ​from me. Regarding my professional development, as I, like most of the ​other M.A. students in my cohort, plan to become a lecturer later on, I have ​realized that I need to improve a lot and I have to start preparing for that ​career path immediately since becoming a competent lecturer at a ​university or a college is challenging yet rewarding, based on my ​observations from this field trip. It is vital that I continuously read more ​books and research to enhance my teaching skills, but I also need to seek ​more opportunities to have hands-on experience at different universities ​and colleges at my place.

To sum up, this field trip is a remarkable event in my M.A. student life ​since it has given me various brilliant insights into teaching English at a ​higher level of education. I have learnt so much from other peers and local ​lecturers, and these practical experiences will be tremendously beneficial ​for my upcoming professional and academic opportunities.

5. Võ Thái Tâm Thy

Reflecting on my practicum experience, it has been transformative, ​equipping me with a multitude of professional skills that are invaluable to ​my growth as an educator. Engaging in activities such as micro-teaching, ​presenting scientific research, and participating in a seminar on English ​learning tips has provided me with practical insights and a deeper ​understanding of the multifaceted nature of teaching.

One of the most significant skills I honed was my analytical and ​assessment capability. Evaluating my peers' micro-teaching presentations ​was particularly enlightening. Each peer made commendable efforts to ​prepare and deliver their lessons, despite the challenges posed by ​unfamiliar classrooms and varying levels of student proficiency. Observing ​their ability to create dynamic and engaging classrooms

where students were encouraged to participate actively and work ​collaboratively was inspiring. However, time constraints were a common ​hurdle; many of us found it challenging to complete our lessons as ​planned, often running over the allotted time or having to cut activities ​short. This experience underscored the importance of precise time ​management and adaptability, reinforcing my ability to critically assess ​and dynamically adjust teaching strategies.

Planning skills were another area where I experienced substantial ​growth. Coordinating various activities, from organizing field trips and ​micro-teaching sessions to planning workshops and a gala, required ​meticulous planning and collaboration. Our team, led by the dedicated ​and supportive Thuong, managed our tasks through frequent online ​meetings and detailed task lists. Despite our busy schedules, we ​committed to deadlines and regularly checked in to ensure everything was ​on track. This collaborative effort highlighted the importance of clear ​communication, thorough preparation, and unwavering commitment to ​collective goals.

Communication skills, essential for any educator, were also significantly ​enhanced during this practicum. Our group's long-standing collaboration ​since the beginning of the MATESOL program allowed us to work ​seamlessly together. However, continuous cooperation with our supervisor ​and other teams was crucial to ensure timely completion of tasks. This ​experience taught me the importance of effective communication, not just ​within my immediate team but across different groups and hierarchies. It ​also reinforced the need for active listening, clear articulation of ideas, and ​the ability to coordinate efforts smoothly.

Cultural competency was another critical area of development. ​Teaching English to non-majored university students revealed stark ​differences from teaching at English centers. These students often lacked ​opportunities to immerse themselves in an English-speaking environment, ​making it challenging for them to communicate confidently and fluently. ​They also had not developed the habit of processing and exchanging ​information in English. This realization necessitated a more patient and ​flexible teaching approach, tailored to their unique needs and ​competencies. Understanding these cultural and contextual

differences enriched my teaching practice and enhanced my ability to ​connect with students from diverse backgrounds.

Leadership skills, particularly adaptability and social responsibility, were ​crucial throughout this practicum. We encountered several obstacles, from ​varying student proficiency levels to changing presentation requirements. ​Navigating these challenges underscored the importance of strong ​leadership skills, such as decision-making, problem-solving, and conflict ​resolution. This experience allowed me to cultivate these competencies, ​which are not only essential for effective teaching but also pivotal for real-​life working scenarios.

It is evident that during the practicum, I have undergone a significant ​shift in my behavior and perception towards language teaching. Firstly, I ​now prioritize meticulous planning and flexible teaching approaches to ​cater to the unique requirements and diverse needs of students. Initially, ​my teaching style was more rigid, focusing predominantly on delivering ​content efficiently. However, the practicum's diverse activities, including ​micro-teaching sessions, highlighted the necessity of being adaptable. ​After undergoing several unforeseen challenges, such as unfamiliar ​classroom settings and varying levels of student proficiency, it dawned on ​me that effective teaching is not just about sticking to a plan but also ​about being able to pivot and adjust based on real-time classroom ​dynamics.

Secondly, my analytical skills have seen a significant boost, allowing me ​to assess situations more effectively and adjust my strategies accordingly. ​Evaluating my peers' micro-teaching presentations provided practical ​insights into the importance of continuous assessment and reflection. ​Each session became a learning opportunity where I could observe ​different teaching methods and their outcomes. This practice has ​enhanced my ability to critically analyze classroom situations and develop ​strategies that are both effective and responsive to student needs. A ​successful educator must be a keen observer and a critical thinker, ​constantly assessing and refining their approaches to ensure optimal ​learning experiences.

Thirdly, my communication skills have strengthened, emphasizing ​collaboration and responsiveness. The practicum required constant ​interaction with peers, supervisors, and students, which reinforced the ​importance of clear and effective communication. Coordinating various ​activities, such as planning workshops and organizing field trips, ​highlighted the need for precise communication and teamwork. Our ​frequent online meetings and collaborative efforts underscored that ​effective teaching is a collective endeavor. This experience has made me ​more attuned to the importance of listening actively, providing ​constructive feedback as teaching is not an isolated activity but one that ​thrives on collaboration and shared goals.

Moreover, this holistic growth underscores my commitment to fostering ​an engaging and supportive learning environment for my students. The ​practicum has taught me that creating a positive classroom atmosphere ​goes beyond delivering content; it involves understanding the diverse ​backgrounds and needs of students, being flexible in teaching methods, ​and continuously assessing and improving one's approach. This experience ​has deepened my empathy and sensitivity towards students' unique ​challenges, reinforcing my dedication to providing a supportive and ​inclusive learning environment.

Overall, these changes in behavior and perception have not only enhanced ​my professional efficacy but also solidified my commitment to being a ​better educator. The practicum experience has been transformative, ​equipping me with the skills and insights needed to create a dynamic and ​effective learning environment. It has underscored the importance of ​being adaptable, analytically sharp, and communicatively effective, ​ensuring that I am well-prepared to meet the diverse needs of my ​students and foster their academic growth.

Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of ​basic processes in reading comprehension. In P. D. Pearson, R. Barr, M. L. ​Kamil, & P. Mosenthal (Eds.), Handbook of Reading Research (Vol. 1, pp. 255-​291). Longman.

Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). ​Pearson.

Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of Language ​Teaching and Applied Linguistics (4th ed.). Longman.

Long, D. (1980). Theoretical linguistics and second language acquisition. ​Language Teaching & Literature, 1(1), 64-84.

IV. APPENDIX A: Teaching materials

Students’ handouts:

Students’ handouts:

IV. APPENDIX B: PowerPoint