Group 4B
Tran Van Qui's reflection
PROFESSIONAL SKILLS I HAVE LEARNT FROM THE PRACTICUM
Throughout the past 1.5 years pursuing my master’s degree at the Faculty of English Linguistics and Literature (EF), University of Social Sciences and Humanities (USSH), Vietnam National University - Ho Chi Minh City (VNUHCM), I have had the opportunity to learn extensively from both expert lecturers and supportive peers. A significant milestone in my academic journey was a meaningful practicum trip in late April. This practicum, held from April 20 to 24, 2025, took place at the Faculty of English for Specific Purposes (ESP), Foreign Trade University (FTU) in Hanoi. This journal aims to (1) reflect on the experiences and knowledge I gained during the practicum, and (2) articulate my thinking processes and problem-solving strategies throughout the trip.
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Micro-teaching was a central component of my practicum experience. Drawing upon foundational knowledge from key courses such as Advanced Teaching Methodology, Syllabus Design and Materials Development, and Technology-Assisted Language Learning, my group and I conducted our teaching practice in Ms. Nguyen Ngoc Ha’s B1+- level English class. If I were to summarize the teaching experience in three words, it would be: “beyond my expectations” as I learned significantly from observing and collaborating with my peers, particularly in several pedagogical aspects. First, the effective integration of Information and Communication Technology (ICT) tools stood out prominently. They utilized interactive platforms such as Menti.com and Baamboozle.com to enhance student engagement and create a dynamic and participatory classroom environment. Second, my peers demonstrated the strategic use of speaking prompts to facilitate student interaction in English. These prompts were both comprehensible and motivating, which helped increase student talking time and fostered a more communicative atmosphere. Third, their purposeful movement around the classroom, especially maintaining an appropriate distance while interacting with individual students, helped ensure that the entire class remained attentive and could benefit from peer responses. Finally, the selective use of Instruction Checking Questions (ICQs) and Concept Checking Questions (CCQs) was highly effective in confirming students’ understanding of both the lesson content and task requirements. Critically analyzing these practices, it is evident that my peers' teaching performance aligned well with (advanced) teaching principles. The session ultimately offered a rich and effective learning experience for the students. Key lessons I have drawn from their micro-teaching include: (1) the flexible and purposeful use of ICT tools to support student interaction and their knowledge retention, (2) effective classroom management strategies such as strategic movement to maintain student attention across the classroom, and (3) the flexible use of speaking prompts, ICQs, and CCQs to foster student engagement and comprehension. I firmly believe that by appropriately applying these strategies in my own teaching practice, I will be able to design and facilitate interactive, student-centered, and pedagogically effective learning experiences.
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The planning stage played a pivotal role in ensuring the success of my practicum, and I approached it systematically across three main aspects: preparation for the workshop, the micro-teaching session, and the seminar. Firstly, for the workshop, I worked collaboratively with my group to select and refine a research topic titled “EFL TEACHERS’ PERSPECTIVES ON THE INCLUSION OF LGBTQ+-RELATED TASKS IN TEACHING ENGLISH.” Together, we reviewed and synthesized current academic sources to ensure the relevance and timeliness of our research. After thorough discussion, we drafted and submitted our abstract for evaluation. Upon receiving confirmation that our research had been selected for presentation, we proceeded to design a PowerPoint presentation and submitted it to our supervisor for feedback. Secondly, regarding the micro-teaching session, after successfully establishing contact with the assigned teacher at ESP, our group had two planning meetings. We divided responsibilities, ensuring each member was in charge of a specific section of the lesson. A collaborative approach helped us reach consensus on the lesson structure. We then designed individual lesson components and integrated them into a cohesive whole. Feedback from both the ESP faculty lecturer and our supervisor allowed us to revise our lesson plan, particularly in terms of time management for each classroom activity, to enhance its practical applicability. Subsequently, we designed supporting PowerPoint slides and conducted several teaching rehearsals, using peer feedback to refine each section. Finally, as a member of the seminar organizing committee, I took part in multiple tasks, including agenda design, preparation of presentation guidelines, and development of the PowerPoint template. I worked closely with Ms. Ngo Hong Bao Tran and other team members to ensure the seminar ran smoothly. This experience not only improved my event coordination skills but also allowed me to anticipate potential challenges and adapt accordingly. From this planning stage, I gained significant insights and skills. It enabled me to adopt a proactive mindset and develop strategic foresight in anticipating obstacles. Rehearsals, both for the workshop and the micro-teaching session, enhanced my adaptability and readiness to manage unforeseen challenges. Notably, my experience as part of the organizing committee helped me cultivate two key soft skills. First, I learned to work effectively under pressure, responding to last-minute changes and ensuring the smooth execution of event activities. Second, I enhanced my collaboration skills through my close partnership with Ms. Bao Tran, who, despite her young age, demonstrated remarkable leadership and organizational abilities. Assisting her with agenda finalization, abstract booklets, and meeting documentation provided valuable exposure to academic event planning. In sum, early planning and detailed preparation proved crucial not only for the success of this practicum but also for my professional development. These experiences have equipped me with practical skills and confidence that will be invaluable in my future career as a TESOL professional.
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This practicum trip involved 47 M.A. students from both Class A and Class B, which made communication skills essential to ensuring the smooth coordination and success of all planned activities. From my perspective, effective communication not only strengthens interpersonal relationships but also facilitates collaboration in joint tasks. As an introvert, I made a conscious effort to be more open, initially by engaging more actively with my own group members and later by initiating conversations with students from Class B. I recognized that the spirit of this practicum was centered on unity and cooperation rather than division between the two classes, which motivated me to reach out, exchange teaching experiences, and engage in informal conversations, particularly after the workshop presentations and micro-teaching sessions. Through these interactions, I realized the value of openness and active communication in gaining diverse insights from my peers. Within my small group, although occasional disagreements arose, we made deliberate efforts to listen to each other respectfully and collaboratively find solutions that prioritized the collective benefit. As a result, I also developed conflict management skills through calm and constructive communication. This experience reinforced for me that communication is a critical skill, not only in the context of academic collaboration but also in professional environments, particularly when working with large and diverse teams. In my future career, I intend to continue strengthening this skill to foster effective problem-solving and maintain strong working relationships.
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Studying to become a TESOL professional at EF and completing my practicum at ESP, a completely new teaching environment, greatly contributed to the development of my intercultural awareness. I became more open to diverse learner preferences and learning styles, which allowed me to better accommodate the needs of different student groups. Throughout my coursework at EF, the importance of intercultural competency has been consistently emphasized, especially in the context of an increasingly interconnected world. Strengthening such competencies is vital for enhancing adaptability across varied teaching environments. Engaging with students at ESP further broadened my perspective on teaching methodology. One key insight, shared by my supervisor, was that ESP students at FTU tend to thrive in active learning environments where they are encouraged to communicate and interact more dynamically with the teacher. This observation helped me recognize the significance of aligning teaching strategies with the learning preferences of each specific class. Compared to students I had previously taught in Ho Chi Minh City, the non-English majors at ESP appeared noticeably more active and engaged. This experience highlighted the importance of cultural and contextual awareness when teaching in unfamiliar settings. Additionally, collaborating with the approachable and supportive lecturers at ESP exposed me to new professional working styles, which I aim to incorporate into my own teaching practices in the future.
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With regard to leadership development, although I did not serve as a team leader or principal event organizer during the practicum trip, I gained valuable lessons by observing and working alongside those who did. One key takeaway was the importance of clear task delegation, an area I learned from both my group leader and the principal organizer of the workshop and seminar. Effective communication also emerged as a critical leadership skill. I observed that strong leaders do not impose authority but instead foster inclusive dialogue. Ms. Ngo Hong Bao Tran, for instance, demonstrated a calm and composed leadership style, even when faced with last-minute changes. Her ability to maintain a respectful and solution-focused tone with team members was something I deeply admired and sought to learn from. Throughout the practicum, I also demonstrated adaptability by navigating differing viewpoints and responding to unexpected challenges in a way that prioritized collective success. Overall, I believe that clear task distribution, effective communication, and adaptability are essential traits of strong leadership. While I may not have been in a formal leadership role, I was able to develop and refine these qualities to some extent during the practicum, which I consider an important step in my professional growth.
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CHANGE IN BEHAVIOR AND PERCEPTION
This practicum trip has significantly contributed to my academic and professional maturity. From a behavioral standpoint, I learned to manage myself more effectively in group settings, particularly during moments of disagreement. Through active communication and open discussion, I became a better listener, especially when collaborating with individuals who have differing working styles and perspectives. This shift in interpersonal approach was instrumental in our group’s success during the micro-teaching session.
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Additionally, serving as a member of the workshop and seminar organizing committee enabled me to grow in terms of event management skills. These responsibilities required handling multiple tasks, often under time pressure. While I have always made an effort to meet deadlines, I previously struggled with occasional procrastination. However, to ensure the smooth execution of the events, I learned to be more proactive and disciplined in preparing essential components in a timely manner.
My perception of teamwork has also evolved significantly. I used to prefer working independently; however, this practicum experience has shown me the immense value of collaboration. Interacting with my peers helped me learn from their strengths, insights, and teaching experiences. This aligns well with the African proverb, “If you want to go fast, go alone. If you want to go far, go together.” I now believe that effective teamwork not only leads to better outcomes but also contributes meaningfully to personal and professional growth.
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Based on my self-evaluation, I think that I fulfilled all my assigned responsibilities and made active contributions to both my group’s work and the overall success of the workshop and seminar. This practicum has not only enhanced my strategic planning abilities but also nurtured greater autonomy and long-term professional development. I firmly believe that the knowledge and skills I have gained through this experience will serve as a solid foundation for my future career in TESOL and beyond.
