# data[].attributes.body
Phạm Ánh Như_23814011120

Individual Presentation

# data[].attributes.body
Nguyễn Thái Hà - 23814011109 - Individual presentation

# data[].attributes.body
Trần Mai Trúc_23814011131

Slides_Individual Project

# data[].attributes.body
HOMEWORK OF WEEK 6

Course: TECHNIQUES IN TESOL

Name: Võ Trần Thanh Phương

Student ID: 23814011122

# data[].attributes.body
[Assignment 2] Nguyễn Huỳnh Đăng Khoa - Nguyễn Ngọc Tuyết Anh - Đỗ Văn Tuấn

# data[].attributes.attachment_link.title
[TIT2023 - ASSIGNMENT 2] Course Syllabus - Đăng Khoa - Tuyết Anh - Văn Tuấn

# data[].attributes.body
Trần Xuân Anh - Individual report - Slides

# data[].attributes.attachment_link.title
[Assignment 3] Nguyễn Ngọc Tuyết Anh - Individual Report

# data[].attributes.attachment_link.title
[Assignment 3] Nguyễn Ngọc Tuyết Anh - Individual Report - Slides

# data[].attributes.body
Group work

Week 6

1. Le Thi Thuy

2. Nguyen Ngoc Tuyet Anh

3. Nguyen Huynh Dang Khoa

4. Duong Hue Tran

Summary

As a group of teachers teaching in different teaching contexts and students at different age groups, we reflect on how corpora can enrich our English teaching by making lessons more relevant and connected to authentic language use. Each of us integrates corpus-based teaching differently to cater to our unique student groups.

For Thuy, she emphasizes the usefulness of the Corpus of Contemporary American English (COCA) in creating lessons that reflect real-world English usage. By utilizing COCA, she can demonstrate word frequency, collocations, and grammar structures that help students sound more fluent and natural. Her focus on common phrases and grammar patterns allows students to understand English as it is genuinely used, building their confidence and promoting self-study.

For Tuyet Anh, in the context of teaching young learners, she finds the British National Corpus (BNC) valuable for introducing age-appropriate language. She notes that the BNC allows her to present natural phrases and structures that children encounter in everyday conversations. This exposure to realistic language helps young learners retain what they learn and feel more confident in their communication abilities, which lays a foundation for continued language growth.

For Khoa, he incorporates a corpus in his IELTS class to help students aiming for a 5.0+ score. He emphasizes how seeing real examples of vocabulary and grammar enhances understanding beyond rote memorization. His students use the corpus to observe common test phrases, which aids in both comprehension and production. Corpus work complements their preference for grammar-translation while fostering practical language skills for communicative tasks like debates, thus balancing rule-based learning with authentic expression.

For Tran, she teaches teenagers and uses spoken corpora, particularly the British National Corpus spoken texts, to help students understand real-life speech patterns. By introducing fillers, discourse markers, and contractions common in casual English, she enables her students to speak more naturally. Through activities like highlighting fillers and creating dialogues, her students build confidence in spoken English, making them more aware of how informal language functions in everyday conversations.

Together, these reflections illustrate how corpus tools like COCA and BNC enhance language learning by making it more contextually relevant, practical, and confidence-building. Each teacher tailors corpus activities to their students’ specific needs, promoting an engaging learning experience that bridges classroom learning with real-world English.

# data[].attributes.body
Trần Xuân Anh - 23814011103

Võ Trần Thanh Phương - 23814011122

Vũ Thị Tuyết - 23814011133

Hồ Hoàng Tín - 23814011127

SUMMARY OF TEACHERS' USING CORPORA IN THEIR TEACHING

From the writings, the two most chosen corpora are COCA and BNC. Both corpora share some common features that enable the users to search for a word and view its frequency, collocations, and its examples in various contexts from different sources. Typical instances of searching a word within these corpora can be explained as below. To start with, searching for lemmas allows students to explore different forms of a word within a single search (searching for the lemma "develop" would display related forms like "develops," "developed," and "developing."). Besides, searching for multiple words by placing |” between two or more words, the results will compare the words chosen. Last but not least, the wildcard search allows us to see different results utilizing part of a word or morpheme. The way to do is by using the “*” wildcard. It helps students identify related words and phrases, understand different word forms, and observe how they are used in authentic contexts.

The implementation of these corpora can be synthesized as follows. Teachers guide students through collocation searches for common topics like “technology,” “education,” or “environment,” showing them which adjectives, verbs, or nouns are typically used with these keywords. As a result, students’ language production has become more natural and varied, and they are better equipped to use topic-specific vocabulary accurately and fluently. Another application is that teachers can use the authentic texts from the corpora to design materials and activities for students to get engaged in the classroom. In addition, teachers can instruct students how to use these corpora for their self-study at home.

# data[].attributes.body
Pham Anh Nhu

Nguyen Thi Bich Ngoc

Nguyen Thai Ha

Do Van Truc

Tran Mai Truc

SUMMARY OF TEACHERS' REFLECTION ON USING CORPORA IN THEIR TEACHING

BNC Corpus: The writer has introduced the BNC corpus to their high school and tertiary students, primarily focusing on its LIST function. Students learned to search for specific words, collocations, and grammatical structures by using commands to find combinations with other words and specific word types (e.g., "ADJ increase" for adjectives paired with "increase"). This helps students understand word usage, collocations, and context, which they found beneficial for precise language use.

COCA Corpus: The writer integrates the COCA corpus to make lessons contextually relevant and engaging. COCA’s authentic data allows the exploration of word frequency, collocations, and grammar across contexts like spoken language and academic writing. For vocabulary, they emphasize high-frequency words and natural collocations (e.g., “strong argument”) to improve fluency and reduce unnatural phrasing. COCA also supports grammar teaching, showing patterns like "verb + to + verb" (e.g., "need to study") in real contexts.

The writer encourages students to utilize COCA for self-study, building confidence in language analysis. By guiding students in independent exploration of words and phrases, they foster critical thinking and independent learning. This approach promotes students' ability to analyze register, context, and appropriateness in English language usage, making their learning experience more practical and hands-on.

# data[].attributes.attachment_link.title
Nguyen Thi Bich Ngoc-23813011117-Homework of sesson 5

# data[].attributes.body
HOMEWORK 5

The corpus-based activities helped introduce my students to authentic language, which I noticed boosted their confidence and enthusiasm. For example, using high-frequency phrases from spoken corpora for greetings and questions allowed students to practice language that felt immediately useful. Many of them responded well to the role-play exercises based on real-life dialogues, as these made the classroom feel closer to real-world situations.

However, I also found that some students struggled with understanding the natural intonation and pronunciation in corpus audio samples. This showed me the need for additional support, like breaking down audio clips further or pre-teaching challenging sounds. My next steps will involve simplifying some of the language even more and creating gradual listening exercises to build their comprehension skills.

Overall, using corpora enriched my lessons by making the language practical and engaging. Going forward, I’ll continue to reflect on these methods to strike a balance between real-world relevance and accessibility for my students.

# data[].attributes.body
GROUPWORK (4-5 MEMBERS) : PLEASE READ YOUR FRIENDS' SHARING OF THEIR APPLICATION OF CORPORA AND GIVE A SUMMARY OF TEACHERS' USING CORPORA IN THEIR TEACHING (300-400 WORDS)

# data[].attributes.attachment_link.title
Nguyen Thi Bich Ngoc-23813011117-Summary of session 6

# data[].attributes.body
Đỗ Văn Tuấn - 23814011132

Homework Week 5

Among the corpuses, I have introduced BNC corpus to high school and tertiary students in my class. Most of my students were very excited about this corpus and they found it very useful.

Some basic functions of BNC corpus have been introduced to my students and most of them are in LIST function of the corpus. The students can search for a single word, or vocabulary by entering the word the want to find, or they can use the command: ‘* word’ to get the available combinations between other words and the word they want to see. They can add more * * * * before or after a word to see its combinations. Moreover, they can use some functional words like: VERB, PREP, ADV, ADJ etc. to find exact types of words they want. For example, if they type: ‘ADJ increase’ into the search box and press enter, they will get all the combinations between an adjective and the word INCREASE.

Some basic functions mentioned above are very simple and easy to use. Most of my students think that these functions will help them find collocations, prepositions after verbs, nouns and adjectives, and they also knew how a word is used in different contexts, which can help them distinguish the use of each word more precisely.

# data[].attributes.body
HOMEWORK OF WEEK 5

Course: TECHNIQUES IN TESOL

Name: Võ Trần Thanh Phương

Student ID: 23814011122

# data[].attributes.body
Trần Mai Trúc

23814011131

Session 5 Homework

# data[].attributes.body
Trần Mai Trúc - 2381401131

Summary Session 6

# data[].attributes.body
Le Thi Thuy - 23814011126

Homework Week 5 - Reflection on a Corpus I use in my teaching.

Currently, I have used Corpus of Contemporary American English (COCA) in my teaching. I've found it to be a valuable resource for creating more contextually relevant and engaging lessons. COCA provides access to authentic language data, allowing me to explore word frequency, collocations, and grammar structures that align more closely with real-world English than traditional textbooks. Through COCA, I can show students how certain words and phrases appear across different contexts, such as spoken language, academic writing, and fiction, thus increasing their awareness of register and appropriateness.

For example, when teaching vocabulary, I used COCA to identify high-frequency words and natural collocations. Instead of just teaching isolated vocabulary, I presented common adjective-noun pairings, like “strong argument” and “significant impact,” helping students use phrases that native speakers commonly use. This focus on collocations not only makes their language sound more fluent but also reduces the likelihood of unnatural phrasing, which is a common hurdle for learners.

Another benefit of COCA is the support it provides in teaching grammar. For instance, I used the corpus to show patterns like “verb + to + verb” constructions (e.g., “need to study,” “want to go”). By presenting these patterns with examples from COCA, I could demonstrate their usage in authentic contexts, giving students a better understanding of common structures.

In addition, COCA data can be used to encourage self-study. By showing students how to look up words and phrases independently, I help them build confidence in analyzing language on their own.

Overall, incorporating COCA into my teaching enhances lesson relevance, promotes critical thinking, and makes English learning more practical and engaging for my students.

# data[].attributes.body
Le Thi Thuy - 23814011126

Summary week 6

# data[].attributes.body
HOMEWORK OF WEEK 5

Course: TECHNIQUES IN TESOL

Name: Võ Trần Thanh Phương

Student ID: 23814011122

# data[].attributes.body
Summary of SS6

# data[].attributes.body
Homework of SS5

The Corpus of Contemporary American English (COCA) is commonly regarded as one of the most comprehensive American English corpus available, covering a wide range of written and spoken discourse. As I often work with teenagers aged 11-15 in general English courses, the corpus serves as a more comprehensive dictionary to me. COCA offers insights into the frequency of words in various genres (spoken language, fiction, magazines, newspapers, academic texts, etc.), related topics, collocates, and clusters. From the detailed analysis presented in the corpus, I can identify and prioritize vocabulary that is actually used in contemporary American English by focusing on high-frequency words and phrases, ensuring that my students are exposed to relevant and practical vocabulary. In addition, COCA provides an extensive collection of texts from various sources, allowing me to extract authentic examples used in real-life contexts. This helps my students learn how natives use the language, specifically, how natives use certain phrasal verbs, idioms, or expressions that are not typically found in textbooks but are extremely useful for everyday communication.

# data[].attributes.body
Student’s name: Phạm Ánh Như

Student ID: 23814011120

A summary of Hall (2016), Part VI

# data[].attributes.body
Student’s name: Phạm Ánh Như

Student ID: 23814011120

Homework of Session 5

The British National Corpus (BNC) is a large collection of written and spoken English, showing many ways people use English in real life. It contains about 100 million words from many sources, such as stories, newspapers, academic writing, and conversations. The BNC was made to show how English was used in the late 20th century. One of its main purposes is to give real examples of how people speak and write, which is helpful for studying and teaching English. Teachers can use the BNC to find common patterns in vocabulary, grammar, and expressions. By exploring the BNC, teachers can better understand how native speakers use English, which helps them make their lessons more closely related to authentic language.

As an ESL teacher, the BNC offers me many benefits. Firstly, it helps me prepare lessons including authentic language use in everyday situations, rather than textbook language, which can sometimes feel too academic or cliché. In particular, I use the BNC to design activities with common phrases, slang, or vocabulary specific to certain situations. This helps my students practice English they are likely to hear and use in real-life contexts. The BNC also shows which words and structures are frequently used by native speakers, so I know which language patterns to focus on in my teaching. Another advantage is that the BNC can show how English varies between different groups of people and situations. This helps prepare my students for various ways of using English. Overall, the BNC helps me create effective lessons in order to improve students’ fluency and cultural understanding.

# data[].attributes.body
SUMMARY OF SESSION 6

Name: Võ Trần Thanh Phương

Student ID: 23814011122

Course: Techniques in TESOL

# data[].attributes.attachment_link.title
Vo Tran Thanh Phuong - 23014011122 - Summary of Session 6

# data[].attributes.body
Individual work - Presentation slides

Name: Võ Trần Thanh Phương

Student ID: 23814011122

Course: Techniques in TESOL

# data[].attributes.body
Session 5 Homework

# data[].attributes.attachment_link.title
TRẦN XUÂN ANH -23814011103 - HOMEWORK OF SESSION 5

# data[].attributes.body
[Week 6] - Homework for Week 5 - Using corpus in class

Using a corpus in my IELTS class for students aiming for a 5.0+ score could help them see actual English phrases and structures from the test. It shows them real examples of grammar and vocabulary in action, which is easier than just memorizing rules. They can check out sentences that compare data or express opinions and try similar ones on their own.

These students like a mix of grammar and translation, so corpus work lets them see how rules actually fit in sentences. They can look up synonyms, translate them, and talk about why they’re different, which helps make vocabulary clearer.

A corpus is also good for listening and reading practice because they get used to the language style on the test. Seeing common phrases over and over helps it sink in. And for speaking and writing, it gives them examples they can try to copy, so they’re more comfortable expressing ideas in English.

For communicative activities like debates, a corpus provides some go-to phrases that make these exercises feel more realistic and helpful.

Overall, using a corpus balances out the grammar-translation style with real communication practice. It gives students a better feel for English, making them a bit more confident for the test.

# data[].attributes.body
Summary for Week 6

# data[].attributes.attachment_link.title
N.H.D.KHOA  - TECHNIQUES in TESOL - Reading Week 6 Summary

# data[].attributes.attachment_link.title
APPLYING INTERCULTURAL COMMUNICATIVE LANGUAGE TEACHING IN THE VIETNAMESE EFL CONTEXT

# data[].attributes.attachment_link.title
Techniques in TESOl - Individual Report - Nguyen Huynh Dang Khoa - 23814011111

# data[].attributes.attachment_link.title
Hieu-Tecaching techniques - Assignment 3 Presentation

# data[].attributes.body
Group syllabus draft - Bích Ngọc, Thái Hà, Mai Trúc

# data[].attributes.body
Student name: Hồ Hoàng Tín

Student code: 23814011127

Assignment 3 Presentation

# data[].attributes.attachment_link.title
Techniques in TESOL - Assignment 3 - Hồ Hoàng Tín

# data[].attributes.body
Le Thi Thuy_23814011126

Assignment 3: Individual Project

# data[].attributes.attachment_link.title
LE THI THUY_23814011126_TECHNIQUES IN TESOL_INDIVIDUAL PAPER

# data[].attributes.body
Dương Huệ Trân - 23814011128

The findings from Supalak’s (2016) study closely align with my students' learning preferences, as they are teenagers at the age of 12-15 . My learners benefit substantially from a “Processing-active” approach and “Input-kinesthetic” techniques, where they engage physically with the material. This hands-on approach deepens their understanding and supports long-term retention, which is essential for exam preparation. Visual input, such as viewing sentences and patterns on paper or a board, is also key to their learning, complementing the study's emphasis on visual-based techniques. Additionally, my students are accustomed to teacher-led instruction, where direct teaching provides the foundation before they practice independently. This pattern mirrors the teacher-centered environments noted by Supalak, highlighting how instructional styles that encourage observation followed by active participation are more effective in my context. Adapting lessons to balance active, visual, and guided practices better meets their needs, boosting their confidence, comprehension, and ultimately their exam performance.

# data[].attributes.body
Nguyen Thi Bich Ngoc

Students' code: 23814011117

Reflection of the two articles

# data[].attributes.attachment_link.title
Nguyen Thi Bich Ngoc-23813011117-Homework of Session 4

# data[].attributes.body
Sess 4 Homework

Tran Mai Truc

23814011131

In my classroom, I work with young primary students at an elementary level (pre-A1 CEFR), whose learning styles vary widely, with some showing strong visual, auditory, and kinesthetic preferences. As typical young learners, they are full of energy and are especially drawn to activities that incorporate movement, teamwork, and bright visuals. They enjoy competitive racing games where they can work in teams, love dancing along to English songs, and are captivated by cartoon animations. To engage them effectively, I integrate plenty of movement through Total Physical Response (TPR) activities and regularly use multimedia—such as videos, audio clips, and graphics—to make lessons dynamic and interactive. This approach creates an enthusiastic and immersive learning environment that makes language learning fun and approachable.

# data[].attributes.body
Session 5 - Summary

Tran Mai Truc

23814011131

# data[].attributes.body
Summary of session 5

Nguyen Thi Bich Ngoc

Student ID: 23814011117

# data[].attributes.attachment_link.title
Nguyen Thi Bich Ngoc-23813011117-Summary of session 5

# data[].attributes.body
Student’s name: Phạm Ánh Như

Student ID: 23814011120

A summary of Hall (2016), Part V

# data[].attributes.body
Session 4 - Homework

Phạm Ánh Như

23814011120

------------------

The findings from Supalak (2016) match my teaching context very well. Learners in my classes are mostly university students, who are 18 to 22 years old and preparing to take the TOEIC exam. The research shows that Thai and Vietnamese students prefer active learning styles, like working together and participating in class. From my observations, I have noticed that my students are more interested and motivated when they do group discussions and solve problems together. The study also points out that hands-on and practical teaching methods are important. This means that I need to plan my lessons in a way that includes fun and interactive activities to encourage students to join in. It is also important to use teaching styles that fit what the students like. Since my students learn better with active methods, I will keep using group tasks and exciting teaching styles. This will help them prepare well for the TOEIC exam and give them the confidence to use English in real-life situations. By teaching this way, I can help them stay motivated and understand better, which can lead to their success in learning the skills they need for the exam.

# data[].attributes.body
Session 4 - Homework

Hồ Hoàng Tín - 23814011127

My class consists of 14 A2 CEFR-level Vietnamese students at a language center in Tien Giang province. The students are mostly visual learners, benefiting from seeing and interacting with images, charts, and written instructions. They thrive with clear, visually organized content that helps them understand and remember English concepts. This is one style of learners in a study by Luu (2011)

Moreover, coming from a high-context culture, my students are accustomed to teacher-centered learning and place a strong emphasis on listening to instructors for guidance. This cultural background aligns with their preference for structured, clear directions from the teacher. This contrasts with processing-active learning style in Supalak's (2016) study.

# data[].attributes.body
Techniques in TESOL - Part V Summary

Student Name: Hồ Hoàng Tín

Student Code: 23814011127

# data[].attributes.body
The study's findings indicate Thai and Vietnamese students generally favored active learning and kinesthetic methods, showing a preference for interactive and hands-on activities. In my communication class, my students love these activities as role play, interview, … because they can apply the knowledge directly to the real situation. My students with higher English proficiency levels leaned towards active and auditory learning styles, preferring dynamic teaching techniques that promote engagement. Therefore, they tend to actively engage in the group discussion as well as volunteer to present their ideas and experiences. Besides, they complete all assigned tasks in spite of limited time. Because the variety of teaching techniques motivate them to explore and acquire the knowledge easier, they become more creative and curious during the lesson. Moreover, the study showed the limited alignment between students' preferred learning styles and the teaching styles practiced by instructors. This is also the gap hindering students' learning outcomes in my class Therefore, I need to be more flexible and adapt flexible methods to better accommodate the diverse learning preferences of their students.

# data[].attributes.body
SS4 homework

I am currently teaching general English to teenagers between the ages of 11 and 15. My students seem to enjoy learning through visual materials rather than verbal ones. They are particularly interested in technology-based activities, often designed innovatively with attractive graphics. Also, they tend to retain lesson content more effectively if it is presented via pictures, video clips, etc. This aligns with Luu's (2011) findings, which indicated that Vietnamese EFL learners are more visual than verbal. In addition, I have recognized that my students are used to the organization-deductive learning style, that is they prefer the teacher to present theories, giving explanations and examples to them first rather than being assigned to make discoveries themselves. However, my students are likely to underperform in activities involving processing active. They are still reluctant to present their opinions while participating in pair and group work, which contrasts with the findings from Supalak (2016). These are the points that resonate with me and my students most. Moreover, the two articles have encouraged me to explore students' learning styles. I feel the urge to examine different activities catering to various learners' learning styles to find out the teaching methods that engage my students.

# data[].attributes.attachment_link.title
TRẦN XUÂN ANH -23814011103 - SUMMARY OF SESSION 5

# data[].attributes.body
Nguyễn Thái Hà - 23814011109 - Summary of SS5

# data[].attributes.body
Trần Xuân Anh

Homework Week 4

I am currently teaching at a public high school. In agreement with the findings from Luu's article, my students are mostly visual learners as they tend to learn more easily if pictures, graphs, etc. are involved. As a result, during the lesson, I usually apply pictures, videos, demonstrations, realias when presenting new vocabulary or grammar to help the students acquire the knowledge better.

In addition, like Thai and Vietnamese students from Supalak's research, my students prefer processing-active learning style. It means that they like to discuss and talk about the lesson. Moreover, they are likely to feel more comfortable when working in groups to complete a task. Aligning with this learning style, I usually include pair work or group work besides individual tasks to maximize the students' interactive time. I also organize various classroom activities and games to keep the students active throughout the lesson. More importantly, the materials used for each lesson also contain problem-solving tasks to facilitate students' involvement.

# data[].attributes.body
Võ Trần Thanh Phương

Homework Week 4

Currently I have been teaching IELTS for high school students those who aim to achieve a 6.5 band score so that they are able to pursue tertiary education. My IELTS classes range from 4.5 to 6.5+ catering to different student levels. After reading the research by Supalak (2016), I can realise that the findings align closely with my experiences teaching IELTS classes. Like the Thai and Vietnamese students in the research, my students show a strong preference for the Processing-active learning style. This inclination reflects their enthusiasm for engaging directly with content and discussing it actively, which aligns with the study's indication that active learners work well in groups and feel more comfortable in participative settings. For example, students in my classes often express that they learn best when they can dissect complex ideas through group discussions or apply concepts in real-world scenarios. They gravitate toward interactive exercises where they can process information collaboratively and engage in dialogue to consolidate their understanding. This mirrors the study’s suggestion that active learners benefit from experiential learning, such as problem-solving tasks or project-based activities, where they can readily experiment and articulate their thoughts. As a result, a lecture-based approach, which requires passive absorption, is less effective with these students, who demonstrate higher retention when engaged in active experimentation and practice. Additionally, like the study participants, my students recognize the importance of English for communication within the region and view it as essential for career advancement because they are currently students in high school as well as the majority are in their final year; hence, they are going to choose their beloved major and universities in the near future. They are motivated to apply their skills in real-world contexts, particularly in a global job market where English proficiency is a valuable asset.

Furthermore, my students have a strong attachment to sensory and inductive learning approaches, aligning with the study’s findings on Perception-sensory and Organization-inductive styles. They often thrive when lessons involve tangible, sensory experiences, like observing language patterns in authentic materials or analyzing data from real-life sources. For instance, when studying IELTS writing tasks, my students prefer to examine sample answers or discuss sentence structures they encounter in authentic texts, rather than solely relying on theoretical explanations. This inductive approach allows them to extract rules and patterns from specific examples, which is particularly effective for grammar and vocabulary acquisition. They are most comfortable when presented with concrete examples and gradually led to broader grammatical principles, which they can then apply across different contexts. Although they benefit from structured explanations, they favor mechanical practice only when it accompanies inductive reasoning. These preferences underscore the importance of using an inductive instructional approach that encourages observational learning and reasoning from particulars to generalities, supporting their comfort with the experimental and hands-on learning style that the study highlights. The research findings likewise indicate that students with higher English proficiency levels particularly favor the Processing-active learning style, which aligns with my experience teaching high-proficiency IELTS students. These students are highly engaged when lessons involve dynamic interaction, where they can actively process new information through speaking and experimenting rather than solely absorbing content passively. For example, my advanced students prefer debate-style activities and role-playing exercises where they can apply vocabulary and structures in simulated real-world situations. They are especially drawn to problem-solving tasks that require practical application and collaboration, as these activities allow them to refine their language skills through active experimentation.

# data[].attributes.body
Name: Võ Trần Thanh Phương

Student ID: 23814011122

Course: TECHNIQUES IN TESOL

SUMMARY OF SESSION 5

# data[].attributes.attachment_link.title
Vo Tran Thanh Phuong - 23014011122 - Summary of Session 5

# data[].attributes.body
Homework week 4

In Supalak’s (2016) research, Thai and Vietnamese students favored a processive-active learning process in which the students would discuss and participate in lessons in class instead of reading at home. My students share some similar characteristics with Supalak’s result. My students are usually high school or tertiary students who participate in grammar or pronunciation courses to prepare for their IELTS course. Materials used at our English center are compiled by the center itself, and these materials are teacher-centered, so they are quite hard to read without careful explanation. This makes my students bored and they usually wait for the lesson to get more examples and clarification from teachers before they discuss with other classmates about the use and producing their own examples. Moreover, most of the students reported that they loved listening to teachers’ explanations and discussing with classmates, and they felt it was more effective when they just reviewed the lesson and did more exercises at home.

# data[].attributes.body
Nguyễn Huỳnh Đăng Khoa - Week 4 Homework

In my classroom, I work with high schoolers and adults at A2-B1 levels, mainly aiming to improve their IELTS skills. My students seem to do better when grammar rules are clearly explained, followed by structured exercises and open-ended activities like discussions or role plays. They tend to stay engaged when participating actively in group work or other interactive tasks. This fits well with how I like to teach, as I focus heavily on explaining grammar explicitly and keep the class fully in English to maximize immersion.

That said, there are still a few disconnects with what Supalak’s research points out, especially regarding students’ preferences for more hands-on, kinesthetic learning and inductive teaching methods. My approach leans more towards deductive teaching, where I give them the rules upfront before showing examples. I realize I could switch things up a bit by adding more discovery-based activities, giving students a chance to figure out patterns on their own. I also think adding more role plays, group problem-solving tasks, and a better mix of group and individual work will help bridge these gaps and make sure I’m covering all my students' learning needs.

# data[].attributes.body
Le Thi Thuy - 23814011126

Summary week 5

# data[].attributes.body
Lê Thị Thủy - 23814011126

Homework week 4

The findings from Supalak’s (2016) study align significantly with the learning preferences of my students, who primarily study English to succeed in school exams. Like the students in Supalak’s research, my learners benefit greatly from the “Processing-active” style and “Input-kinesthetic” techniques, which involve engaging physically with the material. This hands-on approach helps reinforce their understanding and supports long-term retention, which is crucial for exam preparation. Visual input, such as seeing sentences and patterns on paper or a board, is also central to their learning, aligning well with the preference for visual-based techniques found in the study. Furthermore, my students are accustomed to teacher-led instruction, where knowledge transfer occurs through direct teaching before they attempt independent practice. This pattern resonates with the teacher-centered environments described by Supalak, emphasizing how teaching styles that allow students to first observe and then perform are more effective in contexts like mine. Adapting lessons to balance these active, visual, and guided practices aligns well with their needs, enhancing their confidence and comprehension and ultimately improving their exam performance.

# data[].attributes.body
Summary of Week 5

# data[].attributes.attachment_link.title
N.H.D.KHOA  - TECHNIQUES in TESOL - Reading Week 5 Summary

# data[].attributes.body
Assignment 2 - Syllabus Design

Hồ Hoàng Tín - Trần Xuân Anh

# data[].attributes.attachment_link.title
Techniques in TESOL - Assignment 2 - Syllabus Design

# data[].attributes.body
Group Syllabus Draft - Đăng Khoa - Tuyết Anh - Văn Tuấn

# data[].attributes.attachment_link.title
Techniques in TESOL - Course Syllabus -Group Work - Đăng Khoa - Tuyết Anh - Văn Tuấn.docx

# data[].attributes.body
Nguyễn Ngọc Tuyết Anh - 23814011102

Today’s session of the course gave me a deeper understanding of how individual differences like learning styles, motivation, age, cultural backgrounds, and cognitive abilities which impact language learning. A key takeaway was that there’s no one-size-fits-all approach; effective teaching requires adapting methods to suit the needs of diverse learners. We explored strategies like scaffolding and differentiated instruction, which help create more inclusive classrooms by meeting students at their current level and guiding them toward higher-level thinking.

Another crucial concept was the role of metacognitive strategies teaching students to reflect on their own learning processes, set goals, and monitor progress. This empowers learners to take ownership of their learning and use strategies that work best for them, such as organizing their study time or seeking out additional practice opportunities.

What stood out to me the most was the importance of being flexible and empathetic as a teacher, recognizing that every student brings their own strengths, challenges, and preferred ways of learning. By nurturing metacognitive skills and adapting strategies to match individual needs, we can foster greater learner autonomy and self-awareness. This session reminded me that understanding and addressing these differences isn’t just helpful; it’s essential for creating a classroom where all students can thrive and reach their full potential.

# data[].attributes.body
In today's lesson, we reviewed the key points from the previous session and connected them to today's content. These included:

Engaging and interactive activities

The five key domains to consider when designing a syllabus

We have the discussion about Learner autonomy and motivation, along with strategies teachers can use to motivate their students, Issues in primary ELT, such as teacher expertise, curriculum design, intensity of instruction, and continuity in transitions between educational stagesns from classmates, each presenting a literature review on different teaching methods (Grammar Translation Method, Total Physical Response, Audio-Lingual Method, and Direct Method) and reflecting on their teaching practices.

We then listened to 4 presentations about Grammar Translation Method, Total Physical Response, Audio-Lingual Method, and Direct Method)

Next, we summarized two research papers, and to conclude, we discussed learning strategies for students with different learning styles.

Key Takeaways:

When designing activities for students, it’s important for teachers to match activities to students' learning styles. This can be achieved by maintaining open discussions with students throughout the learning process.

# data[].attributes.body
Nguyễn Thị Bích Ngọc-23814011117-Section 4 Reflection.

In today’s session, we began by reviewing the previous lessons to ensure that the foundational concepts were understood and reinforced. This review helped students refresh their memory on key ideas and connect them to today’s topics.

Today’s lesson focused on various teaching methods, including Grammar Translation, the Audio-Lingual Method, Total Physical Response (TPR), and the Direct Method. Each method aligns with different learner characteristics, and we discussed how recognizing these characteristics is vital for effective teaching. For example, some students may thrive in a structured environment like Grammar Translation, while others benefit more from the action-based learning that TPR provides.

To cater to the diverse learning styles of the students, we implemented strategies that could accommodate their different needs. Visual learners responded well to diagrams and charts, kinesthetic learners actively participated in the TPR exercises, and auditory learners benefited from the repetition and drills of the Audio-Lingual Method. This differentiation allowed for a more inclusive and engaging learning experience.

Additionally, the presentations given by classmates on each teaching method further highlighted the strengths and limitations of each approach. These presentations provided an opportunity for students to see how their peers interpret and apply the methods, sparking deeper understanding and reflection. By incorporating peer feedback and collaborative discussions, the students could see how these methods might be adapted to suit different classroom contexts.

Overall, the lesson was successful in providing students with a comprehensive understanding of how different teaching methods cater to various learner characteristics. Moving forward, we will continue to explore how to integrate these approaches effectively in classroom settings.

# data[].attributes.body
Nguyễn Huỳnh Đăng Khoa - 23814011111 - Session 4 - Reflection

I find that each student has their learning style and needs, so there is no one-size-fits-all method in the classroom. I apply the insights learned today by incorporating interactive activities like group work, role-lay, and games to align with the processing-active learning style, which I find to be the most interesting and effective style. I turn the activities to be student-centered, encouraging collaboration and discussions. It is much more fun for my students this way, rather than listening solely to the teachers. Peer feedback is also favourable as well

# data[].attributes.body
LE THI THUY -23814011126

In today’s lesson, we discussed the knowledge from the previous session about today’s session. They included:

1. Task & exercise

2. Engaging and involving activities

3. The 5 domains to consider for syllabus design

4. Learners’ autonomy and motivation as well as what teachers should do to motivate learners.

5. The issues in primary ELT include teachers’ expertise, curriculum design, intensity of provision, continuity of provision in transition

Then followed by the 5 presentations of my classmates presenting their literature review on different teaching methods and the reflection on their teaching practice. (GTM - TPR - ALM - DM)

The next section was the summaries of the two research papers.

To wrap up, we discussed the learning strategies for students with different learning styles.

kEY TAKEWAYS:

The learning strategies for students with different learning styles ==> teachers need to design activites to match their learning styles. Teachers can do that through discussion with students throughout the learning process.

# data[].attributes.body
Article 2

# data[].attributes.attachment_link.title
Supalak 2016 thai and vietnamese learning styles- Journal of Language and Cultural Education] Comparative exploration of learning styles and teaching techniques between Thai and Vietnamese EFL students and instructors (1)

# data[].attributes.body
GROUP WORK

1. Phạm Ánh Như  - 23814011120

2. Võ Trần Thanh Phương  - 23814011122

3. Vũ Thị Tuyết  - 23814011133

# data[].attributes.body
Lê Thị Thủy - 23814011126- Individual presentation slides

# data[].attributes.body
Dương Huệ Trân - 23814011128

Method: Total physical response

# data[].attributes.body
Group work

Nguyễn Văn Hiếu - 21814011114

Lê Thị Thủy - 23814011126

Dương Huệ Trân - 23814011128

# data[].attributes.attachment_link.title
TECHNIQUES IN ELT_Group project_COMPLETED (1)

# data[].attributes.body
Đăng Khoa + Tuyết Anh + Thị Thủy + Huệ Trân

Today we tip our hats, or maybe just wave,

To women who teach us how to be brave.

Through thick and thin, they somehow stay strong,

Even when things go horribly wrong.

# data[].attributes.body
Tran Mai Truc

Nguyen Thi Bich Ngoc

Nguyen Thai Ha

Nguyen Van Hieu

Do Van Tuan

Yesterday was Women’s Day
I wandered down by the bay,
Basking in the sun’s warm ray,
Letting joy lead the way.

The breeze whispered soft and gay,
And with each step, I felt okay.
In that moment, bold and brave,
I stood tall—I felt slay.

# data[].attributes.body
Hồ Hoàng Tín

Võ Trần Thanh Phương

Trần Xuân Anh

Vũ Thị Tuyết

# data[].attributes.attachment_link.title
Nguyen Thi Bich Ngoc-23813011117-Summary of section 4

# data[].attributes.body
Phạm Ánh Như_23814011120

A summary of Hall (2016), Part IV

# data[].attributes.body
Nguyễn Ngọc Tuyết Anh - MATESOL 23A - 23814011102

Summary of Week 4

# data[].attributes.attachment_link.title
TRẦN XUÂN ANH -23814011103 - SUMMARY OF SESSION 4

# data[].attributes.body
Name: Võ Trần Thanh Phương

Student ID: 23814011122

Course: Techniques in TESOL

Summary of Session 4

# data[].attributes.attachment_link.title
Vo Tran Thanh Phuong - 23014011122 - Summary of Session 4

# data[].attributes.body
Tran Mai Truc - 23814011131 - Summary of Session 4

# data[].attributes.body
Nguyen Thai Ha - 23814011109 - Summary of Session 4

# data[].attributes.body
Le Thi Thuy - 23814011126 - Week 4 Reading summary

# data[].attributes.body
Nguyễn Huỳnh Đăng Khoa - 23814011111 - Week 4 Reading Summary

# data[].attributes.attachment_link.title
N.H.D.KHOA  - TECHNIQUES in TESOL - Reading Week 4 Summary