​Academic inputs/ experiences essential for the practicum

In order to perform successfully during our practicum, from lesson planning and classroom teaching to presenting at the academic workshop, it is essential to acknowledge the foundational knowledge and skills acquired throughout our M.A. program in TESOL at the Faculty of English Linguistics and Literature (EF). The courses we have undertaken, including Introduction to TESOL, Research Methods 1 & 2, Syllabus Design and Materials Development, Advanced Teaching Methodology, Issues in Language Teaching and Learning, Language Assessment and Technology-Assisted Language Learning, have collectively prepared us to meet the multifaceted demands of professional teaching practice.

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Our journey toward becoming TESOL professionals began with the course Introduction to TESOL, where Dr. Nguyen Dang Nguyen and Dr. Vo Thi Nu Anh offered invaluable guidance on professional development. They emphasized the importance of adaptability, lifelong learning and stepping beyond our comfort zones to gain broader experiences. Particularly, Dr. Nguyen consistently encouraged us to travel to English-speaking countries to immerse ourselves in authentic language environments, reinforcing the significance of experiential learning in language education. Their insights have had a lasting impact on our professional growth.

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To prepare and deliver our practicum lessons at FTU, we drew extensively on our knowledge from Advanced Teaching Methodology, Language Assessment, Syllabus Design and Materials Development and Technology-Assisted Language Learning. These courses equipped us with the pedagogical and technical skills necessary to design effective lesson plans and instructional materials, assess students’ performance and integrate digital tools into our teaching. Thanks to the guidance of Dr. Tran Thi Minh Phuong, Dr. Nguyen Dang Nguyen, Dr. Luong Thi Phuong Nhi and Dr. Nguyen Thi Hong Tham, we also learned to pay close attention to learners’ individual learning styles and needs, ensuring that our teaching was learner-centered and inclusive.

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Furthermore, in preparation for our presentation at the workshop, we applied research competencies developed in Research Methods 1 & 2. Under the instruction of Dr. Le Hoang Dung, Dr. Nguyen Dang Nguyen and Dr. Nguyen Thi Hong Tham, we gained a solid understanding of various research methodologies and learned how to choose appropriate methods based on the nature and objectives of our study. Their emphasis on critical inquiry and methodological rigor was instrumental in designing and conducting our empirical research on LGBTQ+-inclusive practices in English language teaching.

 

Lastly, the course Issues in Language Teaching and Learning, taught by Dr. Vo Thi Nu Anh, significantly broadened our understanding of contemporary trends and the global influences shaping local ELT contexts in Vietnam. The course encouraged us to critically explore the interplay between theory and practice and to remain actively engaged with current developments in the TESOL field. In addition, several other courses also contributed to strengthening our academic foundation and professional competence. English Linguistics, taught by Dr. Nguyen Thi Nhu Ngoc, helped enhance our linguistic awareness, while Second Language Acquisition, taught by Assoc. Prof. Dr. Nguyen Thanh Tung and Dr. Pho Phuong Dung, provided deep insights into the cognitive and affective processes involved in language learning. Furthermore, Intercultural Communication in Language Teaching, led by Dr. Tran Thi Van Hoai, played a vital role in developing our intercultural competence, a key component in creating inclusive and effective learning environments. Collectively, these courses not only improved our language proficiency but also equipped us with the theoretical and practical tools necessary for navigating diverse classroom settings and contributing meaningfully to the field of English language teaching.

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To sum up, the comprehensive and interdisciplinary training we received throughout our M.A. program at EF laid a strong foundation for our practicum experience at FTU. It enabled us to adapt to a new teaching environment, engage meaningfully in research and apply evidence-based practices in the classroom, marking a significant step forward in our professional development as future TESOL educators.