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2 things I find useful and interesting about Teacher Research

Action research is practical because it happens right in the teacher’s own classroom and follows a simple cycle: identify a problem → collect information → try a solution → observe its impact.

The case study showed how a short questionnaire helped the teacher understand students’ real workload and interests, leading to useful changes like adjusting homework and designing more motivating activities.

From Dr. Phuong Cao’s article — 2 things I find exciting

Teacher research can be very simple—teachers just need to observe, reflect, and experiment with new strategies.

Talking directly to students to hear their opinions is more meaningful than relying only on numbers and data.

What I can do in my future classroom

I can explore which activities students like by using a quick survey, observing their participation, and reflecting on the results so I can adjust lessons to make them more engaging and motivating.

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2 things that you find new and interesting about Lesson Study

One idea that really stood out to me is the notion that a lesson is considered a shared creation, shaped collaboratively by the entire group rather than the product of one teacher’s effort. This collective mindset feels both refreshing and powerful.

Another aspect that caught my attention is the use of a long-term research theme, which places emphasis on cultivating broader student traits—such as resilience or self-confidence—instead of merely refining one specific lesson. This gives Lesson Study a deeper, more developmental focus than I expected.

How is it similar/different from what you previously imagined about Lesson Study?

Before learning more about it, I assumed Lesson Study was simply a loop of preparing, teaching, and adjusting lessons. After exploring it in depth, I realised that the model is far more systematic, with clearly defined phases and purposeful observation protocols. What surprised me most is that the intention is not to evaluate the teacher, but to understand how students learn, respond, and reason throughout the lesson.

1 thing/topic/aspect you would like to hear/learn about in a PD workshop

I would love a professional development session that includes concrete examples of how to anticipate students’ thinking, especially common misconceptions. Seeing how experienced teachers predict students’ responses would help me refine my own lesson planning and respond more proactively to learning obstacles.

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2 things I find useful and interesting

From the reading and the group’s presentation, I learned that action research is a practical and doable way for teachers to improve their teaching. By identifying a problem, trying a solution, and observing the results, teachers can make real changes in the classroom. I used to think research was difficult and required complex data, but now I see that action research can be simple and still very effective.

2 things I find exciting from the interview

From the article of Dr. Phuong Cao, I found it interesting that reflective journals can help teachers become researchers. Journals can show what issues need to be studied, and after trying solutions, teachers can reflect again to see what worked. I also liked the idea that research topics don’t need to be big or complicated—they can come directly from everyday classroom problems. This makes me feel more confident about doing research in the future.

How I plan to conduct classroom research

To do classroom research well, I plan to take a research methods course to build a stronger foundation. Then I will follow the basic steps: identify an issue, collect data, try a solution, apply it, and observe the results. I also want to work with colleagues and get their feedback, because peer observation will make my research more reliable.

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2 things I find new about lesson study

I was surprised to learn that lesson study isn’t just about planning and discussing theory. Teachers actually reteach the lesson, observe again, and revise it if needed. This practical cycle, where peers give feedback and help refine the lesson. It makes the process much more effective than I expected.

I also found it interesting that lesson study is a continuous cycle, not a linear process with a clear end. Teachers can keep improving the lesson until they feel satisfied with the outcome, which makes the approach both flexible and meaningful.

1 thing I want to learn in a PD workshop

I’d like to learn more about career development. such as the differences between working in public and private schools, what qualifications are most valued, and where teachers can find reliable recruitment information.

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2 things I find useful and interesting about Teacher Research

I realized that teacher research helps me look deeper into what’s actually happening in my classroom, instead of relying on guesses. Triangulation especially makes the findings more reliable because it gives me a more complete picture.

I also like the idea that teacher research doesn’t have to be something done alone. Sharing the findings with colleagues can create a supportive community where we learn from each other’s successes and challenges.

2 things I find exciting after reading Dr. Phuong Cao’s article

I enjoyed the example of teachers talking directly with students. It shows that sometimes the most valuable data comes from simple conversations that reveal how students really feel and think.

The idea that “teachers are learners of teaching” is inspiring. It reminds me that teaching is a continuous learning journey where we reflect, adjust, and grow.

Things I can do to conduct classroom research in my future classroom

I can start by asking students what activities they enjoy and which ones help them learn best, maybe through short surveys or quick interviews.

I can observe how students participate in different tasks and use those insights to adjust my teaching so that students feel more engaged and motivated.

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2 things I find useful and interesting about Teacher Research through reading materials and G8's presentation:

- Action research takes place in the teacher’s own classroom and involves a cycle of activities centering on identifying a problem or issue, collecting information about the issue, devising a strategy to address the issue, trying out the strategy, and observing its effects.

- In a case study of action research that teacher found out what was actually going on with students and how exactly busy they were. The teacher made a simple questionnaire in students’ own language to learn about their free time and activities, then shared the results with other teachers. Because of this, they could make practical changes, like a homework policy and using students interests in class to make them more motivated and active.

From reading Dr. Phuong Cao's article

- 2 things I find excited about teacher research:

+ Teacher research doesn’t have to be complicated; any teacher can do it by observing students, reflecting on lessons, and trying out new techniques in the classroom

+ It’s more meaningful to talk directly to students and ask for their opinions instead of only collecting numbers and data

- Things I can do to conduct classroom research in my future classroom:

I can find out which classroom activities my students enjoy the most. I would ask them directly through a simple survey or a short talk, observe how they participate during different activities, and then reflect on those results to adjust my lessons so that students can be more motivated and engaged

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2 things that you find useful and interesting about Teacher research.

- I learned that to get reliable data, I shouldn't rely on just one method. The technique of triangulation is a very practical and smart way to make sure my findings are accurate. It helps me see the full picture of what is happening in my classroom.

- The presentation emphasized that action research is often better as a collaborative activity. The step for "Sharing the findings" is not just an ending point, it's a way to build a community. This makes research less isolating and more inspiring, as we can learn from each other's successes and challenges.

By reading Dr. Phuong Cao's article (Is there a place for classroom research in the busy lives of teachers?

2 things that you find excited about Teacher research in this interview.

- Jonathan's story about interviewing students was exciting. It shows that the most interesting research can be about understanding what students are really thinking. This can help me teach them better.

- The term "Teachers are learners of teaching" is interesting. Students learn from teachers and teachers learn from teaching. Through teaching activities, teachers can reflect their strengths and weaknesses, so that they can design strategy for professional development.

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2 Things I Find Useful and Interesting About Teacher Research

Through the reading materials and my group’s presentation, I have gained many valuable insights into teacher research.

Firstly, I realized that research—especially action research—is a crucial way for teachers to improve their teaching practice. By identifying a problem in a lesson, collecting information, designing strategies to address the issue, applying those strategies, and observing the outcomes, teachers can make meaningful changes in their classrooms. Afterwards, they can reflect on the results and even begin a new action cycle if necessary. I find this process practical and accessible because any teacher can conduct this kind of small-scale research, yet the benefits are significant.

Previously, I used to think that research was extremely difficult: requiring extensive reading, complex data analysis, and numerous interviews. However, through the materials, I realized that action research can actually be simple and manageable. Teachers can still learn a great deal from it and can even share their results with colleagues for further discussion and improvement.

2 Things I Find Exciting About Teacher Research in the Interview

One idea that excites me is the connection between reflective journals and teacher research. In Dr. Phuong Cao’s interview, I noticed that keeping a reflective journal can help teachers become active researchers. Journals can serve as a rich source of potential research issues. After conducting research to address those issues, teachers can continue journaling to evaluate the strengths and weaknesses of the solutions implemented. This creates a continuous cycle of reflection–action–reflection, helping teachers develop professionally.

Another exciting point relates to choosing a research topic. I used to believe that research topics had to be novel, complex, or very broad. When I conducted a research project last year, I tried to look for new and “interesting” topics in linguistics, methodology, or coursebooks. However, the interview helped me realize that research topics can be simple and arise directly from classroom problems that need solutions. This makes me feel more confident because I now have a meaningful and endless source of research questions for future projects.

3. How I Will Conduct Classroom Research in the Future

To conduct classroom research effectively in the future, I plan to take a research methods course to build a strong theoretical foundation. After that, I will apply the steps I have learned: identifying an issue, collecting data, finding a suitable solution, implementing it in class, and observing the results. I believe I can conduct better research if I collaborate with colleagues and a supervisor, especially through peer observation during the implementation stage, as their feedback will be invaluable.

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Two things I find useful and interesting about Teacher Research

One aspect of Teacher Research that I find genuinely useful is the idea of triangulation. Using multiple sources such as classroom observations, students’ work, interviews, or assessments allows teachers to gain a fuller and more accurate picture of what is happening in the classroom. Instead of relying on a single viewpoint, triangulation helps teachers analyze issues from different angles, which leads to more reliable insights and better instructional decisions. It makes the research process more grounded and also encourages teachers to look at their students with a broader perspective.

Another point that I appreciate is the clear structure of Action Research, consisting of the four recurring steps: Plan – Act – Observe – Reflect. This cyclical nature shows that improvement is not a one-time task but an ongoing process. It guides teachers in making meaningful changes, monitoring the results, and refining their teaching continuously. I find this framework practical because it can be applied to both small classroom issues and larger pedagogical questions.

Two things I find exciting about Dr. Phuong Cao’s interview

From Dr. Phuong Cao’s interview, one idea that impacted me strongly is the view that research does not always have to involve complicated numbers or statistics. The emphasis on human stories and real classroom experiences shifts my understanding of research toward something more personal and meaningful. It suggests that everyday challenges teachers face—confusion during a lesson, unexpected student reactions, or a teaching technique that does not work as planned—can all become starting points for valuable inquiry. This makes research feel much more accessible and closely connected to real teaching.

The second point that excites me is the notion that learners should be encouraged to express themselves in the language they feel most comfortable with during research activities. Allowing students to speak freely helps them communicate their thoughts, emotions, and difficulties more authentically. This openness generates richer data for teachers and ultimately leads to deeper insights. I find this idea empowering because it shows how research can be built on genuine voices rather than restricted or pressured responses.

What I can do to conduct classroom research in my future classroom

If I conduct research in my future classroom, I would begin by observing my students carefully and identifying patterns—moments of confusion, recurring mistakes, or changes in engagement. Once a meaningful issue emerges, I would follow the Action Research cycle: planning an intervention, applying it, observing the results, and reflecting on its effectiveness. I would also consider gathering feedback through short interviews or informal discussions, allowing students to share their perspectives openly. By doing so, research becomes a natural extension of daily teaching, helping me continuously refine my practice and better understand my learners.

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2 things that you find useful and interesting about Teacher research (through Reading materials and Group 8's presentation).

As a pre-service T, T expect that results from Teacher research would help me to deal with my future class better.

In addition, when doing research in a group, I can get more view and solutions from other teacher.

By reading Dr. Phuong Cao's article (Is there a place for classroom research in the busy lives of teachers? - https://resig.weebly.com/uploads/2/6/3/6/26368747/002_cao_advance_publication.pdf)

2 things that you find excited about Teacher research in this interview.

''Teacher is a learner of teaching''

Anything inside class can be researched

If you find it possible, what can you do to conduct classroom research in your recent/future classroom? Honestly, I haven't had any idea abt doing a action research before, but maybe it would be class atmosphere-based.

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+ 2 things I find useful and interesting about teacher research: 1. Action research helps me understand my students better

1.) One thing I find really useful is that teacher research gives me a clearer picture of what is actually happening in my own classroom. Instead of guessing why students behave a certain way or why a lesson doesn’t work, I can collect real information and see the situation more objectively. This makes me feel more confident when making decisions about how to improve my lessons.

2.) Action research makes me feel more professional and in control of my teaching

I also find it interesting that action research empowers me as a teacher. It shows me that I don’t have to wait for someone else to tell me what to fix.

I can investigate problems myself and try out new strategies. This process makes me feel more reflective, more independent, and more motivated to grow as a teacher.

By reading Dr. Phuong Cao's article Two things that excite me about teacher research:

1. Realizing that I’m already doing research without knowing it

One thing that really stood out to me in the interview is Jonathan’s idea that teachers actually do research every day, even if we don’t call it that. When I try a new activity, adjust a lesson on the spot, or think about why students struggled, I’m already acting like a researcher. This excites me because it makes research feel natural and accessible something I’m already capable of, not something distant or academic.

2. Small actions can lead to meaningful discoveries

Another part that inspired me is the way Jonathan talks about small-scale investigations. I love the idea that simply observing how students respond, asking them a few questions, or reflecting on a lesson can reveal valuable insights about learning. It makes me feel that even small moments in my classroom have the potential to teach me something important. I don’t need a big project to make a real difference.

If possible, I will conduct classroom research in my future classroom by:

- If I look at my own teaching, I believe I can start with something simple and realistic. For example, I can choose one small issue that I’m curious about like why some students hesitate to speak, or how group work actually affects participation. I can:

Plan a small change, such as giving roles in group work or offering sentence starters.

Act by trying it out with my students for a week or two.

Observe what happens maybe by taking notes, collecting quick feedback, or watching how students behave.

Reflect on what I learned and decide what to try next.

I also think I can hold a short, informal chat with a few students almost like a mini focus group to understand their learning experiences better. I like that Jonathan said it doesn’t have to be formal; just a comfortable conversation where students can speak openly.

Overall, this interview reassures me that doing research isn’t about being perfect or academic. It’s about being curious, reflective, and willing to understand my students more deeply. And that feels very doable for me.

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1. Two things I find useful and interesting about Teacher Research:

I can see that teacher research is typically small-scale and focused on practical solutions, rather than existing simply as an academic study. Second, action research requires a considerable time commitment and is often more usefully viewed as a collaborative activity.

2. Two things from Dr. Phuong Cao’s interview that excite me:

The idea that "teachers are learners of teaching" shows that becoming a teacher is a process that never ends. The classroom itself serves as a laboratory for hands-on learning and constant inquiry. By actively investigating and thinking about these daily events, I gain different points of view that help me keep improving my teaching.

We shouldn't think of "research" as something we can't touch because of negative aspects. It isn’t some mysterious, high-level academic task reserved for experts. In reality, teachers are natural researchers. Every time you identify a challenge in the classroom and actively look for ways to understand the 'how' of student learning, you are conducting research. Its primary goal is to improve teaching and learning in schools and classrooms.

3. What can I do to conduct classroom research:

First, I'll watch the students to see whether they are confused or not paying attention. Then, using the Action Research cycle (Plan-Act-Observe-Reflect) and gathering feedback from quick interview encouraging pupils to freely express their opinions.

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I realized that Teacher Research is neither distant nor academic; it is extremely relevant and practical. For instance, instead of just assuming students are bored, I can collect a quick survey or observation notes on their interaction patterns to confirm their actual needs and level of engagement. Moreover, I see how small, cyclical studies (like Plan-Act-Observe-Reflect) can lead to meaningful changes, such as trying a new feedback technique and immediately observing its effect on student revisions.

Reading the materials and Dr. Phuong Cao's interview, I was particularly thrilled to realize that reflection is actually a part of research.Dr. Phuong Cao's message affirms that this process is simply an extension of my self-assessment, making research feel natural and interconnected with my daily teaching life.

Secondly, I was thrilled by the idea of accessing students' "secret lives." By simply interviewing or setting up focus groups, I can uncover why students make certain choices in their learning (e.g., why they prefer one activity over another). This deeper insight into their motivation and thinking helps me create lessons that are truly relevant.

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2 things that I find useful about teacher research:

1. As a senior, I am confused about the future teaching career after graduation. Will I just show up at the class and act out what I planned? That is definitely not what I expected to do. After reading abot Teacher research, I've realized that to find out what I want to develop, I can conduct research action. Through research action, I will discover student's existing problems and solutions for its.

2. Apart from illustrating a clear path for my future intentions, Teacher research is also an effective way to enhance my teaching and learning by seeking solutions for practical teaching issues. Teacher research is a lever that help elevate teacher's understanding of teaching.

2 things that I find excited about the interview:

1. Teacher research is actually not as complicated as it seems to be. The word "research" actually scared me at first, as I always thing that research is only for high level (masters or PhD). Interestingly, Teacher research can be conducted through a daily lesson and action.

2. The term "Teachers are learners of teaching" is interesting. Students learn from teachers and teachers learn from teaching. Through teaching activities, teachers can reflect their strengths and weaknesses, so that they can design strategy for professional development.

If it is possible, what can you do to conduct classroom research in you future classroom.

I think that the remaining issue of english teaching in Vietnam is the extreme focus of grammar and students don't pratice speaking; Therefore, if it is possible, I would like to conduct research on this problem. To be specific, I will make my future students record videos (optional theme), in those videos, students have to talk in english. They can talk about anything they love, such as a day in the life, a day hanging out with friends,....

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2 things that you find useful and interesting about Teacher research (through Reading materials and Group 8's presentation).

1. Action research because it reflects process where practitioners identify a problem, try solutions, and study the results to improve their project or practice.

2. Step of conducting action research: it was mentioned in detail with 6 steps for teacher to easy follow what to do to conduct action research and i like the most is collect information about the issue, which focus on collect information on what the current characteristics of one’s teaching are or what is happening in the classroom in order to help the

teacher decide on what issue to investigate.

2 things that you find excited about Teacher research in this interview.

1. How Professor Jonathan

Newton shares his mindset with the word "research" to keep on going doing research in everyday. In the opposite, I think he was sharing the positive thinking to encourage SS avoid do nothing just because lack of knowledge instead of gradually experiences what they don't know by trying new technique to better understand teaching, learning, learners, and the nature of classrooms.

2. The word "teacher are learner of teaching", in my own opinion i think in teaching area, the teacher also be a student, the learner to explore new ways in teaching how to teach better. In addition, i feel a little bit sad because in every area not just teacher but also normal one also a student of the world that has to chase the future gain new knowledge all the time so that they don't feel worthless, have to practice living in time

If you find it possible, what can you do to conduct classroom research in your recent/future classroom?

I'm not sure it will be possible, but i will try to conduct from the small one or observation from my student from there i will put myself in SS role to find out the difficult or listen to their opinion I will try out new techniques, observe the results, and interview them again to see if the changes help.

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Two things I find useful and interesting about Teacher Research

1. Teacher research is cyclical yet adaptable
I appreciate that teacher research follows a clear four–step cycle (Plan → Act → Observe → Reflect) while remaining highly flexible. Teachers can begin with small changes, adjust the process to suit their context, and repeat the cycle whenever needed. This makes research manageable even within a busy teaching schedule.

2. Classroom data is abundant and easy to gather
I find it helpful that teacher research does not require complex instruments or advanced statistics. Everyday classroom activities—students’ responses, pair-work interactions, homework, journals—can all serve as meaningful data sources. This shifts the perception of research from something technical and intimidating to something natural and integrated into daily teaching.

Two things I find exciting in Dr. Phuong Cao’s interview

1. The idea that classrooms are full of rich, researchable material
Jonathan Newton reminds us that meaningful learning happens in ordinary classroom moments, yet teachers may overlook these insights due to workload. His statement, “Language classrooms are full of rich researchable material… but it’s there!” reinforces that research is embedded in our daily teaching, not something distant or purely academic.

2. Teacher research as a way to explore students’ “secret lives”
I love the idea that research is not only about test scores or accuracy but also about understanding students’ inner experiences. As he says, “I’m a big fan of exploring what we might call the secret lives of students… what is going on inside their heads or in their learning choices.” This perspective makes teacher research feel more human-centered, meaningful, and deeply connected to learner psychology.

What can I do to conduct classroom research in my recent or future classroom?

Here is my realistic and actionable plan:

1. Identify a small, genuine classroom problem
Possible starting points include:

Students staying silent during pair speaking tasks

Overuse of Vietnamese

Short or incomplete writing homework

Choosing one clear issue will make the research more focused and manageable.

2. Collect simple, low-stress data
I would use easy-to-implement tools such as:

Audio recordings of pair-work

Exit tickets (“What was difficult today?”)

Short student questionnaires

Brief post-lesson observation notes

These methods provide practical evidence without requiring complex analysis.

3. Try a small intervention
To address the problem, I could experiment with:

Changing how pairs are formed

Providing speaking frames or scaffolding

Pre-teaching essential vocabulary

Mixing students of different proficiency levels

I would then compare students’ responses before and after the intervention.

4. Reflect and adjust
Finally, I would review recordings, read feedback, and ask myself:

What worked well?

What didn’t work?

What could I change for the next lesson?

This aligns with Jonathan Newton’s belief that “Teachers are learners of teaching,” and reinforces the idea that research is an ongoing, reflective practice.

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2 things that I find useful and interesting about Teacher research (through reading materials and Group 8's presentation):

Teacher can do research by observing students' activities or behavior in order to have suitable teaching method for each student

Teacher research has a clear structure for teachers to follow: Plan - Act - Observe - Reflect.

2 things that I find excited about teacher research in Dr. Phuong Cao's interview

I am really impressed with the sentence "Teachers are learners of teaching." On the way to becoming a teacher, lifelong learning plays an important role in shaping a teacher's experience.

Before reading the article, I thought that doing research was something very difficult with lots of complicated data. However, after reading the article, I realize that teachers can do research on their classroom and students from the small things, like how students react to the lesson.

If possible, I will conduct classroom research in my future classroom by observing carefully what really happened in my classroom and how students react to the lessons. From that, I will reflect on myself and change to a teaching method that is more suitable to make the lesson more engaging and effective.

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1. 2 things I find useful and interesting about teacher research:

I found it useful that action research allows teachers to identify issues that occur in their classrooms. Through this process, teachers can improve their teaching methods, enhance learning outcomes, and support their professional growth.

2. By reading Dr. Phuong Cao's article

2 things that you find excited about teacher research in this interview

- "Teacher are learners of teaching": it emphasizes that learning never stops, no matter we are still students or graduated.

- Research can happen naturally in daily teaching: I used to think that 'research' must be something big and academic. But according to Professor Johnathan, teacher research can simply take place in everyday classroom activities such as observing Ss, reflecting on lessons and trying out new techniques.

If you find it possible, what can you do to conduct classroom research in your recent/future classroom?

If possible, I will try applying the four Action Research steps metioned by Professor Johnathan (Plan - Action - Observe - Reflect).

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2 things that you find useful and interesting about Teacher research (through Reading materials and Group 8's presentation).

1. Action research is not impenetrable, actually it's a teacher-conducted classroom research to find out and resolve practical teaching problems.

2. Step-by-step procedures make conducting action research be manageable and effectively applied in practical classrooms.

By reading Dr. Phuong Cao's article (Is there a place for classroom research in the busy lives of teachers? - https://resig.weebly.com/uploads/2/6/3/6/26368747/002_cao_advance_publication.pdf)

2 things that you find excited about Teacher research in this interview.

1. The phrase “teachers are learners of teaching” reminds me that teachers are actually lifelong learners. Being a teacher offers a lot of chances of hands-on learning and researching, which give me multiple views and experiences to improve teaching skills.

2. Don’t get put off by the word “research”. Research is not something impenetrable, and actually teachers do research everyday by finding out teaching problems and trying to better understand teaching and learning.

If you find it possible, what can you do to conduct classroom research in your recent/future classroom?

I would carefully observe what actually happens in the classroom to find out noticeable issues explored. Then I will self-reflect and devise meaningful and specific problem-solving strategies. By investigating my own teaching, I can deepen my understanding of students’ needs, refine the lessons, and gradually enhance the effectiveness of my classroom practice.

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* Two things I find useful and interesting about Teacher Research

One aspect of Teacher Research that I find genuinely useful is the idea of triangulation. Using multiple sources such as classroom observations, students’ work, interviews, or assessments allows teachers to gain a fuller and more accurate picture of what is happening in the classroom. Instead of relying on a single viewpoint, triangulation helps teachers analyze issues from different angles, which leads to more reliable insights and better instructional decisions. It makes the research process more grounded and also encourages teachers to look at their students with a broader perspective.

Another point that I appreciate is the clear structure of Action Research, consisting of the four recurring steps: Plan – Act – Observe – Reflect. This cyclical nature shows that improvement is not a one-time task but an ongoing process. It guides teachers in making meaningful changes, monitoring the results, and refining their teaching continuously. I find this framework practical because it can be applied to both small classroom issues and larger pedagogical questions.

* Two things I find exciting about Dr. Phuong Cao’s interview

From Dr. Phuong Cao’s interview, one idea that impacted me strongly is the view that research does not always have to involve complicated numbers or statistics. The emphasis on human stories and real classroom experiences shifts my understanding of research toward something more personal and meaningful. It suggests that everyday challenges teachers face—confusion during a lesson, unexpected student reactions, or a teaching technique that does not work as planned—can all become starting points for valuable inquiry. This makes research feel much more accessible and closely connected to real teaching.

The second point that excites me is the notion that learners should be encouraged to express themselves in the language they feel most comfortable with during research activities. Allowing students to speak freely helps them communicate their thoughts, emotions, and difficulties more authentically. This openness generates richer data for teachers and ultimately leads to deeper insights. I find this idea empowering because it shows how research can be built on genuine voices rather than restricted or pressured responses.

* What I can do to conduct classroom research in my future classroom

If I conduct research in my future classroom, I would begin by observing my students carefully and identifying patterns—moments of confusion, recurring mistakes, or changes in engagement. Once a meaningful issue emerges, I would follow the Action Research cycle: planning an intervention, applying it, observing the results, and reflecting on its effectiveness. I would also consider gathering feedback through short interviews or informal discussions, allowing students to share their perspectives openly. By doing so, research becomes a natural extension of daily teaching, helping me continuously refine my practice and better understand my learners.

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1. Two things I find useful and interesting about Teacher Research

- Its practical, classroom-embedded nature: Action research takes place during regular classroom teaching, so it directly improves teaching and learning. I find it useful because teachers can explore questions that come from their own practice and apply findings immediately to support students’ needs.

- The cycle of Planning - Action - Observation - Reflection helps teachers continually refine their practice. I find this interesting because each cycle leads to new insights and ongoing professional growth.

2. Two things I find exciting about Teacher Research in this interview

1. “Teachers are learners of teaching.”
Doing research is a way to keep on learning. This idea excites me because it reminds me that teaching is lifelong learning, and research is a way to keep improving.

2. I’m inspired by the message that teacher research benefits teachers’ professional lives and enhances students’ learning opportunities. It all starts with curiosity and the desire to make a difference.

3. What I will do in future classroom research

I will try to apply action research in my next lessons by following the four steps:
Plan - Action - Observe - Reflect.
Repeating this cycle will help me improve my teaching practice.

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2 things that I find useful and interesting about Teacher research

Teacher research lets teachers understand their own classrooms more clearly. Through teacher research, I can collect data, observe Ss, and see what’s really happening in the classroom.

Teacher research encourages small changes instead of big, overwhelming ones. I used to think research sounded academic and far away from real teaching. But now I realize it’s simply about trying a small idea, watching what happens, and adjusting.

By reading Dr. Phuong Cao's article

2 things that I find exciting about Teacher research in this interview.

“Any classroom can offer us opportunities”. I feel this sentence of Dr. Phuong Cao is really true because when I have the chance to work as an English tutor in some classes at different ages and multi-level. First, I have a lot of questions but time by time, I can partly answer them. Because Dr. Phuong Cao said that the classroom can give us the data to start a research project.

"Don’t get put off by the word ‘research’". Before reading this article and joining today's lesson, I feel that research is something that requires a lot of things, including knowledge, experiences, etc and it’s really enormous. But after today, I have more confidence in myself and I do believe that in the near future, I can get close to Teacher research to explore it.

If you find it possible, what can you do to conduct classroom research in your recent/future classroom?

Hmm, maybe I will slow down and try to observe the smallest thing, smallest activity of Ss in my classroom.

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Question 1: Two things I find useful and interesting about Teacher Research

1. Teacher research is cyclical and flexible

I find it useful that teacher research follows a clear 4–step cycle (Plan → Act → Observe → Reflect) but is still flexible. Teachers can start small, adapt the cycle, and repeat it as needed. This makes research doable even in busy teaching schedules.

2. Classroom data is everywhere and easy to collect

Teacher research doesn’t require complicated tools. Ordinary classroom activities students’ answers, pair work interaction, homework, journals can all become meaningful data.
This removes the fear that “research = statistics.” Instead, it becomes a natural extension of teaching.

Question 2. Two things I find exciting in Dr. Phuong Cao’s interview

1. The idea that classrooms are full of rich, researchable material

Jonathan Newton highlights how much learning happens in ordinary activities and how teachers often miss it due to workload:

“Language classrooms are full of rich researchable material… But it’s there!”

This makes research feel alive and connected to daily teaching, not something distant or academic.

2. Teacher research = understanding students’ “secret lives”

I love this perspective. He emphasizes that research is not only about accuracy or test scores, but about understanding students' thinking and experiences:

“I’m a big fan of exploring what we might call the secret lives of students… what is going on inside their heads or in their learning choices.”

This makes teacher research feel meaningful and human-centered.

Question 3. If possible, what can I do to conduct classroom research in my recent/future classroom?

Here is my practical plan:

1. Identify a small but real classroom problem

For example:

Students are silent during pair speaking tasks

Learners rely too much on Vietnamese

Students skip writing homework or produce very short answers

I would choose one concrete issue to start.

2. Collect simple, low-stress data

Examples:

Audio recordings of pair activities

Quick exit tickets (“What was difficult today?”)

A short questionnaire

Observation notes after each lesson

No complicated statistics, just practical evidence.

3. Try a small intervention

For example:

Change pair-work structure

Give speaking frames

Introduce vocabulary pre-teaching

Try mixed proficiency pairs

Then compare student responses before and after.

4. Reflect and adjust

I would rewatch recordings, read student feedback, and think:

What worked?

What didn’t?

What should I change next week?

This aligns with Jonathan Newton’s message:

“Teachers are learners of teaching.”

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2 things that I find useful and interesting about Teacher research through reading materials and Group 8's presentation.

Teacher research is an effective way for teachers as it helps teachers adress their teaching problems in class. I think some teachers may said that they don't have time or they don't feel it important, but to me, I think I will try my best to adopt this way of learning to help my professional development.

Another thing I feel interesting is that I can use research in all of my aspects of life. Trying to find out solutions for one problem, for example, can be a research, and drawing conclusion to myself will help me grow much faster.

2 things I will interesting about reading Dr.Cao Phuong's article about classroom research:

I realize that research is not something very big and require a lot of time as people often say, maybe trying to find out solutions for some problems in an small-scale classroom can be a research. And teacher research may not need specific, detailed statistics, it just about collecting some experiences from students.

I love the saying said by Dr.Jonathan: "Teachers are learners of teaching". Well, I think sometimes I feel stress of myself and demand me too much that I need to become perfect so that I can be a teacher, but the I realize everything starts from some small mistakes, but mistakes will make me grow everyday.

I think I can conduct it from a very small situation, for example, how to improve my students' speaking skill or enhance my students' confidence. I will start with small actions like writing reflection about my teaching.

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2 things that you find useful and interesting about teacher research (through reading materials and Group 8’s presentation)

- I understood more about action research as a teacher-conducted classroom research that seeks to clarify and resolve practical teaching issues and problems. I think that by understanding this concept, I will be less afraid when thinking about research

- Action research requires a considarable time commitment. I think this is a truth because finding solutions for even a small issue takes lots of time to carry out. So in the future, If I would like to conduct a research, I should be patient and commit with my own research

By reading Dr. Phuong Cao’s article (is there a place for classroom research in the busy lives of teachers?)

2 things that you find excited about Teacher research in this interview:

- I like the sentence said by Dr. Jonathan: language classroom are full of rich researchable material. I truly agree with him. Classroom always has  several problems that teachers need to resolve and clarify. Maybe students don’t engage in interactive activities or they feel confused when speaking. So teachers are researchers when they try to find solutions or methods to improve students’ performance.

- “The most interesting research involves no statistics at all, because I’m fascinated by human stories and lived human experience.” I think that most readers will be impressed by this sentence. So do I. When I think about research, I think about survey, statistics and data. However, Dr Jonathan helps me to know another perspective of research which is not only data but also real stories of real people. So this sentence really impressed me.

If you find it possible, what can you do to conduct classroom research in your recent/future classroom

To conduct research in my future classroom, I will start with observation. I will put myself in students’ shoes and notice the problems they face. Then, I will use interviews or short surveys to understand their thoughts more clearly. After collecting the data, I will identify the main issues and try out a suitable teaching strategy to improve the situation. Finally, I will observe the results to see if the change is effective.

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2 things I find useful and interesting about Teacher research:

I appreciate the nature of action research because it helps me see what teachers can do to continually improve their practice.

I find the step-by-step procedures very helpful. They make the research process feel manageable in real classroom work.

2 things I’m excited about after reading Dr. Phuong Cao’s article

“learners can use whichever language they’re most comfortable with”. When people can express themselves freely, their ideas are richer and more honest. This authenticity strengthens the whole research process. It reminds me that meaningful insights often emerge when participants don’t feel restricted or judged.

“the most interesting research involves no statistics at all, because it’s about human stories and lived experience”. I used to think research was mainly numbers and datasets, but now I see how teachers’ real challenges and everyday experiences can become meaningful research.

How I can conduct classroom research in the future

I would pay attention to what actually happens in class. Careful observation will help me notice issues worth exploring. From there, I would self-reflect. I like that this process not only improves my teaching but also naturally turns daily classroom events into opportunities to learn, understand, and refine my practice.

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. Two things I find useful and interesting about Teacher Research

·         Teacher research helps us understand students’ learning more deeply.
I realized that teacher research is not something distant or academic—it simply begins with carefully observing what happens in class. By collecting small pieces of evidence such as student participation, difficulties, or task performance, teachers can understand learners’ needs better and make more informed decisions in their teaching.

·         Research empowers teachers to improve their own classroom practices.
I find it interesting that even small-scale studies, such as trying out a new technique or comparing two different activities, can bring meaningful changes. Simple cycles like plan – act – observe – reflect can help teachers identify what works and what needs adjustment. This makes research feel practical and achievable for busy teachers.

2. Two things I find exciting about Teacher Research from Dr. Phuong Cao’s interview

Firstly, I impress that Dr. Jonathan said: “For me, personally, the most interesting research involves no statistics at all, because I’m fascinated by human stories and lived human experience.” This shifted the way I view research. I used to associate it with numbers and complex data, but his perspective helped me see that everyday challenges teachers face can inspire valuable and authentic studies. He reminds us that personal experiences and student voices carry important insights. What keeps us engaged in a research paper is often the narrative it presents—the way the researcher explores a problem, interprets experiences, and finds solutions. With this understanding, research no longer feels dry or rigid to me; it becomes a collection of lived journeys and practical reflections that we can learn from and apply in our teaching.

Classroom research can start from very simple actions.
In the interview, Jonathan Newton explains that teachers already “do research” unconsciously when they reflect on their lessons or observe student engagement. He encourages teachers not to be intimidated by the word research, because anything in the classroom—students’ talk, group work, or even a short diary—can become valuable data. This makes research feel accessible and flexible for everyday teaching.

3. What I can do to conduct classroom research in my recent or future classroom

If possible, I would like to conduct small-scale classroom research by using the Action Research cycle:

Plan: Identify a real issue in my class—for example, low participation, difficulties in speaking tasks, or limited vocabulary retention.

Act: Try a new technique to address it, such as using discussion cards, pair-work prompts, or vocabulary revision games.

Observe: Collect simple data—student feedback, participation notes, short quizzes, or recordings of pair work.

Reflect: Evaluate what worked well, what didn’t, and what I can change in the next lesson.

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2 things that I find useful and interesting about Teacher research (through Reading materials and Group 8's presentation)

I find "triangulation" very useful and interesting because it makes me look more professional. By using diverse sources like tests, observations and interviews, I can see everything from different dimensions. This helps me understand my students better and make more informed decisions in my teaching.

The four Action Research steps (Plan, Act, Observe, Reflect) are helpful because they show me how to improve teaching step by step. I also like that it is a continuous process, so I can keep trying, observing, and reflecting to refine my teaching skills and my lessons .

2 things that I find excited about Teacher research in Dr. Phuong Cao's interview and what I can do to conduct classroom research in my future classroom.

I was impressed by the sentence: “teachers are learners of teaching.” It reminds me of a Vietnamese saying, “Học, học nữa, học mãi”. Researching is a kind of learning. It shows that even after I graduate from university, I still need to keep learning. Teaching and reflecting on it is a way of learning, and I find this idea very inspiring because it motivates me to continuously improve as a teacher.

After reading this article, I realize that research is not a serious term. We actually conduct research every day without realizing it; for example, through formative assessments, trying new techniques or listening to students. Understanding this makes me feel more confident about doing classroom research, as it can start from simple observations and reflections.

If I conduct research in my future classroom, the first step I will take is observing my students carefully. I want to understand the problems from their point of view and listen to their opinions about what they find difficult in class. Then, I will try out new techniques, observe the results, and interview them again to see if the changes help.

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2 things I find useful about Teacher research:

The nature of "action research". It helps me to gain a deeper understanding about what a language teacher can do and should do to improve their practical teaching.

The procedures used for conducting action research. It assists me in carrying out research step by step.

By reading Dr. Phuong Cao's article, there are 2 things I find excited about:

The first thing that truly impressed me was something Dr. Jonathan said: “For me, personally, the most interesting research involves no statistics at all, because I’m fascinated by human stories and lived human experience.” That sentence had a profound impact on the way I think about research. I used to believe that doing research meant dealing with enormous amounts of data and numbers, but now I see it through a deeper lens.

I interpret his words as a reminder that the real issues teachers encounter in their everyday practice can become the driving force behind meaningful research—research that seeks to understand and solve those very problems. And because of that, human stories and personal experiences hold incredible value.

I truly believe that when we read a research paper, what draws us in and keeps us engaged is the story it tells and the way the researcher navigates the problem. To me, right now, research stops being something dry or rigid; instead, it becomes a collection of narratives, lived journeys, and thoughtful pathways from which we can all learn.

The second point is this: “Learners can use whichever of their languages they are most comfortable with. You might be surprised at what you learn from your students if they feel free to talk in an open, supportive forum. This is research.” I deeply resonate with Dr. Jonathan’s perspective. Above all, when participants are allowed to use the language they feel most comfortable with, they can express the full range of their emotions and offer richer, more nuanced insights into the issue at hand. In contrast, if they are forced to use another language—one that makes them anxious about grammar or vocabulary—their thoughts may become constrained or incomplete.

This freedom contributes immensely to the research process. After all, only the most authentic voices and the most honest expressions can lead to research that is truly meaningful and valuable across any field.

If you find it possible, what can you do to conduct the classroom research in your future classroom?

I think I would start by paying closer attention to my own practical teaching and to what actually happens in the classroom. By observing my students carefully, I can identify any issues that might emerge during lessons. Once I have selected a meaningful issue to explore, I would follow the cyclical steps of plan – action – observe – reflect. I believe this process not only helps teachers improve their practice, but also turns everyday teaching into a form of research in itself. In other words, my daily instructional activities will naturally become opportunities to investigate, understand, and refine my teaching.

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2 things that you find useful and interesting about Teacher research.

I learned that to get reliable data, I shouldn't rely on just one method. The technique of triangulation is a very practical and smart way to make sure my findings are accurate. It helps me see the full picture of what is happening in my classroom.

The presentation emphasized that action research is often better as a collaborative activity. The step for "Sharing the findings" is not just an ending point, it's a way to build a community. This makes research less isolating and more inspiring, as we can learn from each other's successes and challenges.

By reading Dr. Phuong Cao's article (Is there a place for classroom research in the busy lives of teachers?

2 things that you find excited about Teacher research in this interview.

Jonathan's story about interviewing students was exciting. It shows that the most interesting research can be about understanding what students are really thinking. This can help me teach them better.

The main message is to "accentuate the positive." Research is not about finding what is wrong but about making good things even better. This positive goal makes me feel more motivated to try it.

If you find it possible, what can you do to conduct classroom research in your recent/future classroom?

In my future classroom, I believe conducting research is definitely possible, and I plan to start with a small action research cycle. First, I will use the "Write" component of the WEBS acronym by keeping a simple teaching journal focused on a specific question, such as "What kinds of activities make my students most talkative?" Then, I will move to "Collect information" by using a short questionnaire or a small focus group discussion with my students to learn about their preferred activities. Finally, I will use the insights gathered to develop and try a new activity, carefully observe how it works in the classroom, and then take time to reflect on the results to understand what happened and why.

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1. 2 things that you find useful and interesting about Teacher research

- Improve teaching through real evidence

- Develop teachers’ professional identity and confidence

2. Reading Dr. Phuong Cao's article

2 things that you find exciting

- Teachers are learners of teaching: teachers are also learners, they constantly learn from their lessons, their students, and classroom interactions. This makes teaching a dynamic process where teachers continuously improve themselves

- The word "research" was simply something occurring in the class. It can be observing what happens in the classroom and reflecting on it. This makes teacher research feel more natural, practical, and closely connected to everyday teaching

If you find it possible, what can you do to conduct classroom research in your recent/future classroom?

I'll choose a small question about my teaching, collect simple evidence from my lessons (like observations or quick surveys), and reflect on the results.

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- 2 things that I find new and interesting about Lesson Study

1. Lesson Study focuses on observing students’ learning, not evaluating the teacher.
This is different from what I previously imagined, because I used to think Lesson Study was mainly about judging a teacher’s performance. Now I realize it is more about understanding how students respond to the lesson.

2. It is a collaborative and continuous cycle.
I used to imagine Lesson Study as a one-time observation, but now I see that it includes planning together, observing together, revising the lesson, and learning from each cycle as a team.

- 1 thing I would like to learn in a PD workshop

I would like to learn practical strategies for designing effective student-centered activities, especially ones that promote active participation and critical thinking in English classes.

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- Here are 2 useful and interesting things about Teacher Research and Group 8's presentation:

1. Teacher research helps teachers understand their own classrooms better and find practical ways to improve their teaching.
2. It also increases student motivation and learning because teachers can test new strategies and adjust their lessons based on real classroom data.

- 2 things that excite me about Teacher Research in this interview

1. Teacher research starts from simple classroom reflection.
Jonathan Newton says teachers are already doing research whenever they observe lessons, try new techniques, or reflect on student engagement. This makes research feel practical and possible, even for busy teachers.

2. Research helps teachers truly understand students’ “secret lives.”
He explains that interviewing students or using focus groups can reveal what students think, how they learn, and why they make certain choices. This deeper insight can directly improve lessons and motivation.

What I can do to conduct classroom research in my future classroom

I can start small: choose one classroom problem, make a simple plan, try a new technique, observe its effects, and reflect (following the PLAN–ACT–OBSERVE–REFLECT cycle). I can also collect quick feedback from students through short interviews or questionnaires to understand their learning better.

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- Here are 2 useful and interesting things about Teacher Research and Group 8's presentation:

1. Teacher research helps teachers understand their own classrooms better and find practical ways to improve their teaching.
2. It also increases student motivation and learning because teachers can test new strategies and adjust their lessons based on real classroom data.

- 2 things that excite me about Teacher Research in this interview

1. Teacher research starts from simple classroom reflection.
Jonathan Newton says teachers are already doing research whenever they observe lessons, try new techniques, or reflect on student engagement. This makes research feel practical and possible, even for busy teachers.

2. Research helps teachers truly understand students’ “secret lives.”
He explains that interviewing students or using focus groups can reveal what students think, how they learn, and why they make certain choices. This deeper insight can directly improve lessons and motivation.

-What I can do to conduct classroom research in my future classroom

I can start small: choose one classroom problem, make a simple plan, try a new technique, observe its effects, and reflect (following the PLAN–ACT–OBSERVE–REFLECT cycle). I can also collect quick feedback from students through short interviews or questionnaires to understand their learning better.

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2 things i find useful and interesting about Teacher research

- In order to improve the teaching lesson, researching and teaching could be conducted at the same timeTeachers can observe an issue, collect data, implement a new strategy, and then reflect on the outcome, all within the natural cycle of the lesson or unit. This makes improvement directly linked to practice- I learned that research is not as complex as I initially thought. It is based on simple occurrences within a teaching lesson (such as student-teacher interaction or students' performance), which can ultimately lead to a significant overall change in educational practice.

By reading Dr. Phuong Cao's article

2 things that I find excited about Teacher research in this interview.

-  I realized that writing reflection is actually a part of Teacher research. isn't exclusively for academics but is an extension of the critical self-assessment teachers already perform after every lesson

- Teachers can study almost everything that happens in the language classroom. Its dynamic nature, rich interaction, and specific focus on communication provide an endless source of meaningful questions and data for investigation

What can you do to conduct classroom research in your recent/future classroom?

I would apply Action Research : I will first identify a specific problem in my classroom, like low participation, and formulate a clear question about it. Then, I will implement a new teaching strategy (my action) while collecting relevant data (like observation notes or student surveys). Finally, I will analyze this data to reflect on the strategy's effectiveness and decide how to improve my teaching practice going forward.

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1. Two things I find useful and interesting about Teacher Research

- From the readings, I find it useful that action research gives teachers a clear and systematic way to understand what’s happening in the classroom.

- I also like the idea of the continuous cycle (observe – act – reflect). It makes me realize that small changes, when done consistently, can really improve my teaching

2. Two things from Dr. Phuong Cao’s interview that excite me

- One thing that inspires me is the idea that “teachers are learners of teaching.” It makes me feel less pressured and reminds me that I can keep improving through research.

- Before reading the article, I used to think research was something big and complicated and it required a lot of studying and a huge amount of time. But after reading the interview and listening to the teacher’s explanation, I realized that research can simply start from small classroom questions, simple observations, or just listening to students. It doesn’t have to be something “academic”, it can be very practical and close to my daily teaching.

3. What I can do to conduct classroom research

I can choose one issue in my class-like students being quiet in speaking tasks-and collect simple data such as observations or short surveys. Then I try one new strategy and see if it works.

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2 things that you find useful and interesting about Teacher research (through Reading materials and Group 8's presentation).

I find that the way to implement action research is very useful. The 9 elements and those questions of these elements are beneficial for beginner to start doing research.

The second thing I like in this presentation is the 2 action research cases. The teacher in first case identifies the students' challenges and her effort to change different methods to help their students is really inspiring.

By reading Dr. Phuong Cao's article (Is there a place for classroom research in the busy lives of teachers? - https://resig.weebly.com/uploads/2/6/3/6/26368747/002_cao_advance_publication.pdf)

2 things that you find excited about Teacher research in this interview.

I think I change my mind about research after reading the article, it is not something so far away which is just for researchers and scientist. I may start to take note my teaching practices as a teaching dairy for some future research.

I also find "Teachers are learners of teaching" really touching. This article encourages me to reflect my own personal development process. I think I need to be more disciplined to hone my skills and cultivate my knowledge.

If you find it possible, what can you do to conduct classroom research in your recent/future classroom?

I think I will try to apply the four Action Research steps: PLAN (Step 1), ACTION (step 2), OBSERVE (Step 3), REFLECT (Step 4) introduced in the article.

Moreover, I find the WEBS quite impressive. I can take advantage of it to reflect on what went well and what didn’t, and why; I also need to set clear goals to know what you need to do, when and why.

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2 things that you find useful and interesting about Teacher research (through Reading materials and Group 8's presentation).

Researching and Teaching should be combined and support each other. I think both of them are crucial for teaching journey

Teacher research should be small-scale and intended to help resolve problems rather than simply be research for its own sake.

By reading Dr. Phuong Cao's article (Is there a place for classroom research in the busy lives of teachers? - https://resig.weebly.com/uploads/2/6/3/6/26368747/002_cao_advance_publication.pdf)

2 things that you find excited about Teacher research in this interview.

Before reading this article, I have some false assumptions about the word "research". For me, researching is something that is really huge and complicated process. But after reading this article, I am quite suprised with the idea that researching is something I conduct everyday in my classroom

The true goal of teaching revolves around learning and focusing on students. Understanding deeply students' problems and thoughts is one of the best way to improve the learning and teaching process.

If you find it possible, what can you do to conduct classroom research in your recent/future classroom?

I think I would plan based on 4 Action Research steps: Plan - Action - Observe - Reflect and also try to become "research active" by reading research on weekly basis, collecting ideas from my classrooms and writing reflections after some sessions

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1. 2 things I find useful and interesting about Teacher research

Via the reading materials and group’s presentation, I have gained many valuable insights related to Teacher research

Firstly, research, especially action research is a crucial way for teacher to improve teaching practice by investigating problem or issue within lesson, collecting infomation, devising strategies to address this problem and implementing these strategies in class, observing the effect. Then, teacher can reflect again on the outcome of the research and initiate a second action cycle if necessary. After reading about this process, I find that this cycle is really useful and easy as every teacher can do this small-scale research by themselves and the benefits are huge for them

I used to think that research is a difficult and hard work, as we have to read an influx of documents, analyze data and conduct a huge number of direct interviews. However, I realized that this action research is simple, and teacher can still learn many useful things from research, and can share their outcomes with colleagues for further discussions

2. 2 things I find excited about Teacher research in this interview

I find a connection between reflective journals and teacher research. In Dr. Phuong Cao’s interview, I have noticed that keeping reflective journal can be a way for teacher to be active in research. Writing journal can be an incredible sources of issues for research. After doing research, teacher can implement the solution to solve these problems, and continues writing reflective journal to evaluate the strengths and weeknesses of this solution after being applied in the lessons. I feel like it’s a cycle, and when teacher combines these 2 effective factors, they can continuously develop their professional teaching skills.

Another thing I want to share is the topic of the research. Initially, everything I think about the topic of a research is something very novel, difficult, and a bit macroscopic. When I did a research last year, I just tried to find a new, interesting topic in 3 fields: linguistics, methodologies or coursebooks. However, the interview shows me that the topic in a research can be simple, easy to find. It’s something that teacher consider a problem that must be solved in lessons. Now, I think that I will not worry about finding the topic for future research anymore, as I have a marvelous source of research questions and topic.

3. To conduct classroom research in the future, I will learn a research doing course before to equip myself with theoretical knowledge. Then I will apply steps that I have read and learned in today lesson: find a issue, collect data, find solution, apply and observe the data. I think it would be better if I have some support from colleagues and supervisor to have some valuable advice, especially from peer observation in the application stage

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- 2 things that I find useful and interesting about Teacher research (through Reading materials and Group 8's presentation).

Action research can be a powerful way for language teachers to investigate their own practice. It helps them improve teaching by systematically exploring issues, reflecting on their methods, and sharing findings with peers, which can inspire further research and professional growth.

A key philosophy of action research is sharing results to build a community of practitioners

By reading Dr. Phuong Cao's article (Is there a place for classroom research in the busy lives of teachers?

- 2 things that I find excited about Teacher research in this interview.

The classroom is a rich resource: Language classrooms are full of "rich researchable material". Research helps teachers maintain the mindset of being "learners of teaching" , constantly evaluating their effect on student learning.

Exploring the "secret lives of students": The most interesting research involves exploring human stories and the lived human experience, which means understanding what is going on inside students' heads. This can be achieved by setting up a focus group where students can talk freely about their experience of learning English or a recent lesson.

- If I had the opportunity, I would apply Action Research using its four steps: Plan, Action, Observe, and Reflect: I would plan to address a specific issue like low student speaking participation by trying out a new teaching technique. I would then implement the action in the classroom and observe its effects.

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2 things that you find useful and interesting about Teacher research (through Reading materials and Group 8's presentation).

By reading Dr. Phuong Cao's article (Is there a place for classroom research in the busy lives of teachers? - https://resig.weebly.com/uploads/2/6/3/6/26368747/002_cao_advance_publication.pdf)

2 things that you find excited about Teacher research in this interview.

If you find it possible, what can you do to conduct classroom research in your recent/future classroom?

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1. Conducting research: I think doing research is an effective way for me (as a pre-service teacher) to update and keep pace with some new and effective directions and tendencies that are emerging globally. I believe that conducting scientific research brings me a solid and academic foundation to improve my teaching ability, tackle arising classroom problems logically, and help my students improve their performances scientifically.

2. Attending workshop: I believe that when teachers have opportunities to participate in workshops, listen to and discuss with professors/speakers who are specialists in the field that teachers are passionate about, it might be a great motivation for teachers to broaden their knowledge and create larger social and professional relationship cycles.

3. Writing reflective journal: I realize that this activity not only enhances academic writing capability but it also helps teachers to reflect on what they have done/haven't done in their classroom. By that, teachers can identify their strengths and minimize problems in class.

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1+ 2. Something that interested me when I read the materials: The role of a teacher is not only about delivering knowledge/facts to students, but also about the teacher's ability to manage the classroom, motivate learners in a timely and appropriate way, and support each other in developing not only linguistic but also professional competence. Besides, I found that a teacher should have the ability of assessing, evaluating, and choosing suitable materials which adapt to students' needs and cognitive levels.

3. Q1: Which competency/or competencies is/are the most important for teachers in the rapid ever-changing world?

Q2: What competency that pre-service teachers should take priority?

Q3: How can teacher utilize technological devices in the classroom to motivate and enhance learners' interaction? Which are some helpful appliances/tools to assist teachers to create a constructive learning environment?

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1. 3 things that make me excited

The importance of teaching portfolio

Reflective journal

Effective and appropriate activities for professional development

2. 1 thing I find challenging: I think teaching portfolio is somehow complicated and challenging to build as it takes a lot of time for me to gather some relevant certificates which related to ESL teaching field, observe my classroom activities to write down reflective journal, and subsequently arrange them into correct order.

3. 1 thing that I want to discuss and explore more: The phrase "Outsource your thinking to AI"

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2 things I find new and interesting about Lesson Study:

I didn't realize that Lesson Study is less about the lesson plan itself and more about teachers engaging in shared inquiry to build confidence in their impact on learning.

I liked that the focus is on observing the students rather than evaluating the teacher. It changes the goal from "how well did they teach?" to "how well did the students learn?"

How my perspective changed: Before, I thought this was just a casual discussion about teaching methods. Now I see it is a rigorous cycle of planning, teaching, and revising—it’s much more organized and research-based than I imagined.

Topic for future learning: I want to learn how to design observation tools that help me record actual proof of student learning instead of just vague notes about the class atmosphere.

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2 Things I Found Interesting:

I was particularly struck by two practical insights: First, effective student interaction isn't just about grouping students, but about designing tasks with a clear purpose that requires them to exchange real information. Second, I realized the power of using authentic content (like high-interest videos) to expose students to real-world English and build their background knowledge, which effectively combats boredom and boosts engagement, even when teaching complex topics.

1 Thing I Want to Apply:

Moving forward, I'll focus on boosting intrinsic motivation by integrating student interests into the final product of a lesson. Instead of standard assignments, I plan to ask students to create a tangible product (like a short video, presentation, or project) that directly links the lesson's core content to their personal hobbies or interests. This project-based approach will make learning much more relevant, build their confidence, and naturally encourage them to communicate more with their peers.

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I’ll treat the textbook as a tool for my own Professional Development (PD): I’ll study how the authors design engaging lessons and incorporate those pedagogical insights into my teaching methods.

The most inspiring takeaway from Ms. Nguyet Ha was her burning passion and unwavering enthusiasm for lifelong learning. She motivated me to realize that to succeed as an educator, we need not only to love the profession but also to have a clear, long-term PD plan.

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Two things I find new and interesting about Lesson Study:

First, I realized that the main aim of Lesson Study is not to make a perfect lesson, but to improve our professional development through collaboration and reflection. This idea really changed the way I see teaching — it’s about learning together, not just performing well.

Second, I learned that when we design lesson plans, we shouldn’t let theory become too far from reality. For example, when teaching vocabulary, we need to focus on context, not just isolated words. And when teaching grammar, teachers should guide students to discover the rules by themselves, rather than simply explaining everything.

How it’s similar or different from what I previously imagined:

Before learning about Lesson Study, I thought it was mainly about observing and evaluating each other’s teaching. But now I understand that it’s actually a collaborative process for continuous improvement, where teachers plan, teach, observe, and reflect together. It’s less about judgment and more about learning as a team.

One topic I would like to learn about in a PD workshop:

I’d like to learn more about how to apply active learning strategies in large or mixed-level classes. I think it would be very useful to explore practical techniques that keep students engaged and motivated, even when their proficiency levels are different.

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Two things I find new and interesting about Lesson Study:

- I find it interesting that Lesson Study focuses on building a collaborative learning community where teachers communicate openly and support each other.

- I am also surprised by its strong emphasis on research and evidence-based practice, which helps teachers make informed, data-driven decisions.

How it’s similar/different from what I imagined:

I used to think it was just about observing and revising lessons, but now I see it’s a deeper process of inquiry and professional learning aimed at generating new knowledge.

One topic I’d like to learn about in a PD workshop:

How to collect and analyze classroom data effectively to understand student learning and improve instruction.

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Things that I will consider when using textbooks (to serve my professional development as well as my educational goals):

How well it supports skills integration (listening, speaking, reading, writing).

Opportunities the book provides for professional reflection and improving my own teaching methods.

The balance between theory and practical application.

What impressed and inspired me after listening to Ms. Nguyet Ha’s sharing:

What really impressed me was Ms. Ha’s advice that we should work for one or two years before doing a Master’s degree. I think that’s very practical, because real-life experience helps us understand what we truly want to study and how we can apply it later.

I was also inspired by her thoughts about the commercialization of education in some language centers today. She made me realize that as teachers, we should always keep our passion and integrity, and remember that education is not just a business — it’s about helping people learn and grow.

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2 things I find new and interesting about Lesson Study:

1. I didn’t know that lesson study is not just about improving one lesson, but about building collective efficacy — teachers working together to believe they can improve student learning through shared inquiry and observation.

2. I found it interesting that lesson study focuses on observing students’ learning, not evaluating the teacher. This shifts the focus from “how well the teacher teaches” to “how students respond and learn.”

How it is similar/different from what I previously imagined:
Before, I thought lesson study was simply a meeting to discuss how to teach better. Now I see it as a structured research cycle that includes planning, teaching, observing, revising, and reteaching — much more systematic and collaborative than I imagined.

1 thing/topic/aspect I would like to learn about in a PD workshop:
I would like to learn how to design effective observation notes that focus on student learning evidence, not just general classroom impressions.

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Two things I find new and interesting:

1. I like that Lesson Study helps teachers learn from each other instead of working alone.

2. It’s interesting that everyone focuses on students’ learning, not on the teacher’s mistakes.

One thing I want to learn in a PD workshop:

I want to learn how to give helpful feedback to other teachers.

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2 things I find new and interesting:

I find it interesting that Lesson Study is a collaborative and cyclical process, not just about observing or evaluating lessons. I also like that it focuses on students’ learning and reactions, not the teacher’s performance, which makes it more evidence-based.

1 thing I want to learn more about:

I’d like to learn how to take effective and objective observation notes during Lesson Study to give more meaningful feedback.

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- I found two key aspects of Lesson Study to be new and interesting. It is a structured, cyclical process for continuous lesson refinement, which is far more systematic than the one-off peer observation I had imagined. The focus on collecting and analyzing objective student data (reactions, outcomes) is also a fascinating difference, making improvement evidence-based.

Lesson Study is similar to my previous notion in that it promotes reflection and lesson improvement. However, its nature as a continuous cycle driven by data analysis makes it much more structured and purposeful.

- I am most eager to explore how to design activities that successfully elicit meaningful, instant student feedback (e.g., using non-verbal cues) in a future PD workshop.

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Two things I found new and interesting about lesson study are:

First one is how much teamwork is involved. I used to think each teacher just plans their own lessons and then shares the results, but in lesson study, teachers actually sit down together, discuss ideas, predict students’ reactions, and plan one detailed lesson step by step. Also they have to observe teaching and reflect after that. There's a huge load of things to do.

Second one is how lesson study focuses on students’ learning, not on judging the teacher. Before, I thought the observation part was just about evaluating teaching performance. But it turns out the observers look closely at how students think, what confuses them, and how they respond to the lesson. It made me realize that good teaching is about understanding learners, not just delivering content.

One thing I would like to learn more about in a future PD workshop is how to effectively give feedback. I still find it struggling to give an effective feedback to a student, especially when an instant feedback after a student's performance on speaking is needed.

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Two things I find new and interesting about lesson study:

First, the emphasis on collecting real classroom evidence. I used to think lesson improvement relied mainly on teachers' sense or experience, but Lesson Study shows that decisions should be grounded in observable data from students’ learning.

Second, I find the collaborative nature of the process very meaningful. Instead of working alone, teachers work as a team to analyze student responses, discuss challenges, and revise the lesson together. This creates a professional learning environment.

Lesson Study is both similar to and different from what I had previously thought. It was a process where teachers reflected on their teaching. But I didn't know how research-based and student-centered it really is. I used to think it was simple peer observation, but now I understand that it's an organized cycle that focuses on student learning, evidence, and working together to improve. I didn't think Lesson Study was as effective and important as it is now.

1 thing/topic/aspect you would like to hear/learn about in a PD workshop: I want to learn how to use AI tools effectively to plan lessons and assist students.

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I found it really interesting that Lesson Study focuses on teamwork and reflection, not just observing a class. I used to think it was more about evaluation, but it’s actually about improving the lesson together.

Another new thing for me is how detailed the planning process is, every small part of the lesson is discussed. It’s much deeper than I expected.

I’d like to learn more about how Lesson Study can be used in language classes.

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2 new and interesting aspects:

Student-Centric Observation: I find the observation stage interesting because the focus is strictly on students' reactions, participation, and understanding, not on the teacher's performance. This shift helps teachers truly see how students learn and where they encounter difficulties.

Structured Post-Lesson Discussion: The post-lesson discussion is surprisingly structured and analytical. It uses concrete, evidence-based data from the observation to pinpoint specific successes and areas for improvement, moving beyond general commentary.

Comparison to previous understanding:

I initially imagined Lesson Study as simple teacher rotation and peer observation. I now realize it is a much deeper, collaborative process focused on student learning outcomes, involving structured data collection and rigorous analysis.

1 thing I want to learn more:

- I would like a workshop on how to take effective observation notes during a research lesson to ensure feedback is as objective and evidence-based as possible.

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2 things that I find new and interesting about Lesson Study:

1. I learned that Lesson Study is fundamentally a team collaboration. Teachers work together to plan, observe, and discuss one lesson in detail.

2. I realized its purpose isn't just about one teacher teaching, but about teachers observing learning together. The focus is on collaboratively improving strategies and understanding how those strategies influence student learning.

1 thing/topic/aspect I would like to learn about in a PD workshop:

• I would like to learn more about teaching grammar communicatively. I hope to explore activities, games, and techniques that teach students to use grammar naturally in real communication, rather than focusing only on form.

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2 things that I find new and interesting about Lesson study.

I find it interesting that teachers work together to design, observe, and reflect on one research lesson. I also like how the focus is on students’ learning rather than teachers’ performance.

It’s different from what I imagined before — I used to think Lesson Study was only about improving a single lesson plan, but now I see it’s really about collaboration and professional growth.

1 thing I would like to hear/learn about in a PD workshop.

I’d love to learn more about how to give and receive constructive peer feedback effectively.

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Two things I find new and interesting about Lesson Study:
One thing I find interesting is the observation stage of lesson study. Instead of focusing on the teacher’s performance, observers pay close attention to students’ reactions, participation, and understanding. This perspective helps teachers see how students actually learn and where they struggle.
Another new point for me is the post-lesson discussion. I was surprised by how structured and analytical this stage is. Teachers use concrete evidence from the observation to discuss what worked and what could be improved, rather than giving general comments.

How it’s similar/different from what I imagined:
Previously, I imagined lesson study as just teachers taking turns teaching and watching each other. Now I realize it’s a much deeper process that involves data collection, analysis, and collaborative decision-making focused on student learning outcomes.

One topic I’d like to hear/learn about in a PD workshop:
I’d like to learn more about how to take effective observation notes during a research lesson so that feedback can be more objective and evidence-based.

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Two things that you find new and interesting about Lesson Study. How is it similar/different from what you previously imagined about the Lesson study?

I find two aspects particularly new and interesting:

A. The Focus on Student Learning, Not Teacher Performance

In my previous experience with traditional teaching observations in Vietnam, the focus has predominantly been on evaluating the teacher's methodology, pedagogical skills, and teaching techniques.

Difference: Lesson Study completely changes this focus to how students think and learn, their engagement, and their specific responses to the tasks. Observers concentrate on collecting objective data on student actions and thinking, rather than evaluating the teacher.

B. "Reteach" (Revise and Reteach)

I find the mandatory Revise and Reteach stage particularly fascinating and a significant upgrade from merely observing and discussing a lesson.

Difference: Traditional observation often stops after the debriefing. However, Lesson Study requires the team to formally revise the lesson plan based on the collected student data and then re-teach the revised lesson to a different group of students. This step is critical because it tests the team’s hypothesis, it allows the team to ensure whether the changes they made actually lead to the desired improvements in student learning outcomes or not.

2. 💡 One thing/topic/aspect you would like to hear/learn about in a PD workshop.

I would like to attend a PD workshop focused on Designing Open-Ended and Group-work Tasks

This workshop should cover how to create rich, challenging tasks that allow students to approach problems using multiple methods, supporting their creative and critical, thereby strengthening their communication skills and sense of collaboration

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- 2 things I find new and interesting about Lesson Study
I’ve learned that Lesson Study focuses on observing how students learn rather than evaluating the teacher, which shifts attention to improving learning outcomes. I also find it interesting that teachers work collaboratively to plan, observe, and reflect instead of doing it individually. This is different from what I once thought—that Lesson Study was mainly about judging a teacher’s performance.

- 1 topic I would like to learn about in a PD workshop
I’d like to learn how to observe students effectively during lessons, including what behaviors to notice and how to record them systematically.

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2 things that I find new and interesting about Lesson study.

- I learned that lesson study is a team collaboration. Teachers work together to plan, observe, and discuss one lesson in detail. It is not just about one teacher teaching, but about everyone learning together.
- I found it interesting that Lesson Study is a well organized cycle that teachers plan, teach, observe, and reflect together to improve a lesson. It works step by step to understand how students learn and how teaching can be improved.

How is it similar/different from what you previously imagined about the Lesson study?

I used to think that lesson study focused primarily on evaluating a teacher’s performance and giving feedback for improvement. However, I realized that lesson study is quite different from a class observation. Instead of centering on the teacher, it focuses on the students. Because the purpose is not to judge or rate teaching quality, but to collaboratively find out how teaching strategies influence learning outcomes.

1 thing/topic/aspect I would like to hear/learn about in a PD workshop.

I would like to learn more about teaching grammar communicatively. I hope to explore activities, games, and techniques that teach students use grammar naturally in real communication rather than focusing on form.

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2 things I find new and interesting about Lesson Study

One thing that stands out to me is that Lesson Study doesn’t aim to evaluate the teacher’s performance, but rather to examine how students engage with and respond to the lesson. This student-centered focus allows teachers to see the lesson through learners’ eyes and discover more effective and meaningful teaching strategies.

I also find it fascinating that Lesson Study emphasizes collaboration among teachers in planning, observing, and reflecting on lessons. Instead of working alone, teachers share insights and feedback with one another, which leads to richer professional learning and collective growth.

How it differs from what I previously imagined

Before learning about Lesson Study, I used to think it mainly involved observing a teacher’s classroom performance and providing feedback for improvement. Now I understand that its true purpose is to explore students’ learning processes and use those observations to collaboratively enhance teaching approaches.

1 topic I would like to learn about in a PD workshop

I would like to explore effective techniques for observing students during lessons—specifically, what types of behaviors or evidence to pay attention to and how to record those observations in a clear, systematic way.

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2 things I find new and interesting about lesson study:

I find it interesting that Lesson Study centers on how students are learning, rather than on judging the teacher. This helps us see the lesson through their eyes and find better ways to teach them

I also found it interesting that Lesson Study cares more about what students learn than how the teacher taught. It's amazing how much data they collect during the actual lesson, so they can refine their teaching strategies over time.

Similarities/Differences with what I previously imagined:

I used to think Lesson Study was just about tinkering with a lesson until it worked. Now I get that it's a much bigger, more formal process where teachers team up to do real research, all to help everyone involved keep learning and improving.

1 topic I want to know more about:

How to be more consistent on a career path?

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2 things I find new and interesting about lesson study:

The collaboration between teachers: how teachers work together to improve the lessons

The focus is on students' learning, not teachers' teaching: The aim of lesson study is to find a suitable method to help students achieve their learning goal, not to assess how well teachers teach or not

Similarities/Differences with what I previously imagined:

Similarity: about the collaboration between teachers

Difference: The structured of the lesson study: there are more steps to do lesson study than I imagined

1 topic I want to know more about:

How to design a logical and structured teaching portfolio

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Two Things I Found New and Interesting about Lesson Study

The first thing that stood out to me is how Lesson Study encourages collaboration among teachers to plan, observe, and reflect on a single lesson together. I used to think lesson planning was mainly an individual task, so it’s fascinating to see how teamwork can make the process more insightful and effective.

The second thing I found interesting is the 10-step process of conducting a Lesson Study. This structured approach is new to me, and I find it valuable because it offers a clear framework for systematic reflection and improvement. It also seems like a strong model that can be applied in future educational research.

How It Differs from What I Previously Imagined

I used to think Lesson Study was simply a method of refining one lesson through trial and error. Now, I understand that it’s a comprehensive, collaborative, and research-based process focused on professional growth and continuous learning among teachers.

One Topic I’d Like to Learn More About in a PD Workshop

I’d like to learn more about student assessment—specifically how teachers can design effective questions and rubrics to evaluate students’ learning accurately and fairly.

Would you like me to make it sound a bit shorter and more casual (for a form or reflection sheet), or keep this formal-academic tone?

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2 things that you find new and interesting about Lesson study.

After learning about Lesson Study in class, I found it interesting that it focuses on teacher collaboration to improve lessons and student learning processes instead of teacher performance. Teachers work together to plan, observe, and reflect, which helps them grow professionally and support students more effectively.

How is it similar/different from what you previously imagined about the Lesson study?

Before, I thought Lesson Study was just about observing how teachers teach. Now I see it’s more about improving lessons through teamwork and reflection to enhance student learning.

1 thing/topic/aspect you would like to hear/learn about in a PD workshop.

I’d like to learn how to design engaging and inclusive learning activities that meet different students’ needs and keep them motivated in class.

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I learned two really interesting things from this lesson.

- First, I didn’t know that a Lesson Study lesson is actually a team’s work, not just one teacher’s. The group plans everything together, and the teacher only teaches what the team has prepared. Before, I thought each teacher would teach their own lesson to get feedback. I really like the idea that everyone shares the same lesson — it feels more like teamwork.

- Second, I was surprised that Lesson Study starts with a big, long-term goal, like helping students become more confident or patient, not just about improving one subject. It makes me realize that every lesson can help students grow, not only learn content.

How my understanding changed:
Before this class, I thought Lesson Study was just a simple process — plan, teach, observe, and fix. But now I see it’s much more serious and organized, with clear steps and specific ways to observe. The focus is not on how well the teacher performs, but on how much students learn. I also understand now that the lesson belongs to the whole team, not just one person.

What I want to learn more about:
I really want to learn how to predict what students will think or how they will respond during a lesson. It sounds hard because every student is different. I think a workshop that gives examples or lets us practice this skill would be super useful.

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2 new and interesting things about Lesson Study:

- The collaborative planning process – I found it interesting how teachers work together to design a lesson and anticipate student responses in detail.

The focus on observing and reflecting on actual classroom teaching – it’s fascinating that teachers use real lessons as a basis for improvement rather than just theory.

Similarities/differences with what I imagined:

Similarity: I imagined Lesson Study would involve collaboration, and it does.

Difference: I didn’t expect the observation and reflection part to be so structured and detailed.

1 thing/topic/aspect to learn in a PD workshop: I would like to learn strategies for giving effective feedback to colleagues during the Lesson Study reflection phase.

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2 things I find new and interesting about lesson study:

- I found that lesson study is not only about designing and teaching a lesson, but also about observing and reflecting as a team. This is very useful.

- The use of a checklist and clear steps in lesson study helps structure the process, making reflection more systematic and purposeful. This is different from what I previously imagined, it is much more organized and teamwork-oriented.

1 topic I would like to learn more about in a PD workshop:

- I would like to know more about how to design an effective lesson plan that aligns with learning objectives, engages students, and allows flexibility for different classroom situations.

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2 things that you find new and interesting

- Lesson study is a continuous improvement cycle

- A non-judgmental, collaborative environment

- It aligns with my previous understanding that Lesson Study is a collaborative approach where teachers work together to improve instruction.

1 thing/topic/aspect you would like to hear/learn about in a PD workshop.

I would like to have more personal experience in a PD workshop

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2 things that I find new and interesting about Lesson study

I found it interesting that teachers have to collaborate closely during Lesson Study. I used to think that teachers should work individually, but now I realize that collaboration allows them to share ideas, observe each other’s teaching, and improve lessons together.

I was surprised that Lesson Study focuses not only on improving a single lesson but also on enhancing teachers’ professional learning through observation, reflection, and discussion. It’s more about developing teaching skills than just creating a perfect lesson plan.

1 thing/topic/aspect I would like to hear/learn about in a PD workshop

I would like to learn more about how to prepare and develop a teaching portfolio effectively, as it can help me track my progress and demonstrate my professional growth.

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2 things I find new and interesting about Lesson Study

I find it interesting that the focus of Lesson Study is not on evaluating the teacher, but on observing how students learn and respond to the lesson. We can view the lesson from the students’ perspective, which helps us find more effective and relatable ways to teach them.

I am also amazed that lesson study involves collaborative planning, observing and reflecting among teachers instead of working individually, which allows them to gather valuable insights from their colleagues.

How it is different from what I previously imagined

I once thought that lesson study was mainly about observing a teacher’s performance and giving feedback for improvement. However, I’ve learned that it’s actually more about understanding students’ learning processes and using that insight to refine teaching methods together.

1 topic I would like to learn about in a PD workshop

I would like to learn more about how to observe students effectively during a lesson (e.g. what specific behaviors or evidence to focus on and how to record them systematically)

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2 things that you find new and interesting about Lesson study:

I found new and interesting about Lesson Study is the collaborative approach among teachers. I didn’t realize that teachers not only plan lessons together but also observe each other’s teaching and give detailed feedback. This makes lesson planning much more dynamic and reflective than I had imagined.

Another interesting aspect is the focus on student learning outcomes rather than just teaching techniques. I found it surprising how much data is gathered during the lesson and used to adjust teaching strategies, which emphasizes continuous improvement.

How is it similar/different from what you previously imagined about the Lesson study?

Compared to what I previously imagined, Lesson Study is more structured and systematic. Before, I thought it was mostly about sharing ideas casually among teachers, but in reality, it involves careful planning, observation, and analysis. This makes it more rigorous and research-based than I expected.

1 thing/topic/aspect you would like to hear/learn about in a PD workshop.

One topic I would like to hear more about in a professional development workshop is strategies for effectively giving and receiving feedback during Lesson Study. I think understanding best practices for constructive feedback would help me make the most of this collaborative process and improve both my teaching and my colleagues’ teaching.

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2 things that I find new and interesting about Lesson study.

Deep Collaboration: I previously imagined Lesson Study as a simple observation session. I now see it as a tightly collaborative research process where teachers collectively design, implement, and meticulously analyze a practice lesson. This is different from just offering feedback after a standard observation.

Focus on Student Evidence: Lesson Study is not primarily about what the teacher teaches, but how students learn and what they are thinking. The emphasis on collecting and analyzing concrete evidence (like student responses, work samples, problem-solving methods) to gauge student learning is a novel aspect for me. I had previously assumed it focused more on teacher delivery techniques.

1 thing/topic/aspect I would like to hear/learn about in a PD workshop.

Effective techniques for collecting and analyzing student learning data during the lesson.

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Webinar 1

2 things I found interesting: The first is the idea of incorporating games and playful activities into lessons to increase student engagement. Another thing I enjoyed is how small changes, like using storytelling or real-life examples, can make learning more relatable and memorable.

One thing I would like to apply in my teaching is using interactive activities that encourage students to participate actively, such as group challenges or hands-on tasks, to make lessons more fun and effective.

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When using a textbook, I will consider several important factors. First, the content must be accurate, relevant, and suitable for the students’ level. Second, the organization and structure should be clear, making it easy for students to follow and understand. I also pay attention to the variety of activities, visuals, and exercises, which help engage students and support learning. Finally, I consider whether the textbook provides guidance for teachers and allows flexibility to adapt lessons to students’ needs.

The thing impressed me after listening to Ms. Nguyet Ha sharing is her true passion for teaching English.

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* One thing I found interesting about lesson study is how collaborative it is—teachers come together to plan, observe, and analyze a lesson with the shared goal of improving student learning. I was also intrigued by the emphasis on student thinking during the observation phase; it’s not just about whether the teacher teaches well, but how students engage and understand the content.

This approach is different from what I previously imagined because I thought professional development mostly involved individual teachers attending workshops or training sessions, rather than actively observing and reflecting on real classroom practice with colleagues.

* One thing I would like to hear more about in the PD workshop is strategies for effectively giving and receiving feedback during the lesson study process, especially in a way that feels constructive rather than critical.

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2 things I find new and interesting about lesson study are how teachers work closely together to plan, observe, and reflect on one specific lesson, and how the main focus is on understanding how students learn rather than judging the teacher’s performance. It’s quite different from what I thought before because I used to imagine it was just about designing lesson plans, not a long-term process of learning and improving together.

1 thing I’d really like to learn more about in a PD workshop is how to make the reflection stage more effective, especially how to use students’ feedback and learning evidence to adjust and improve the next lessons.

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Two things I find new and interesting about Lesson Study:
The first thing is that Lesson Study involves the collaboration of many teachers to plan, observe, and reflect on a single lesson. I used to think that lesson planning was usually done individually, so it’s interesting to see how teamwork can make the process more effective.

The second thing is the 10 steps of conducting a Lesson Study. This structured process is new and interesting to me because it provides a solid foundation for systematic reflection and improvement. It also seems to be a good model for future educational research.

- How it is similar/different from what I previously imagined:
Previously, I imagined Lesson Study as just a method for improving one lesson through trial and error. However, now I realize it is a detailed, collaborative, and research-based process that emphasizes professional development and continuous learning among teachers.

1 thing/topic/aspect you would like to hear/learn about in a PD workshop.

I think I want to know more about students' assessment. I wonder how teachers design questions and rubrics effectively to assess students.

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Two new and interesting insights I gained are:
- I found it fascinating that a Lesson Study lesson is viewed as a shared team product rather than an individual teacher’s work. The presenting group highlighted that the team plans the lesson together, and the teacher simply enacts the group’s vision. This contrasts with my earlier belief that each teacher would present their own lesson for feedback. The idea of collective ownership, where the lesson’s quality remains consistent even if the teacher changes, really stood out to me.

- I was also surprised to learn that Lesson Study begins with setting a long-term research theme—such as building students’ confidence or perseverance—rather than focusing only on improving one subject area. This broader aim connects each lesson to ongoing student growth, not just academic content.

How it compares to my previous understanding:
Before, I thought Lesson Study was just a simple cycle of planning, teaching, observing, and revising a lesson. While that structure is still true, I now see the process is more formal and systematic, with clear steps and strict observation guidelines. Most importantly, the emphasis is on evidence of student learning, not teacher performance. I also hadn’t realized that the lesson is jointly created and owned by the whole team, not by the individual who teaches it.

One topic I’d like to explore in a PD workshop:
I’d like to learn how to better anticipate student responses during lesson planning. It seems difficult to predict how students might think or what misconceptions they may have. A workshop offering examples and guided practice on this skill would be very valuable.

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2 things that you find new and interesting about Lesson study.

I found it fascinating that in Lesson Study, a lesson is viewed as a "collective product" created by the whole team rather than an individual teacher.

I was also intrigued by the concept of setting a long-term “research theme,” focusing on developing student qualities like confidence or persistence rather than just improving a single lesson topic.

How is it similar/different from what you previously imagined about the Lesson study?

I used to think Lesson Study was just a simple cycle of planning, teaching, and revising. Now I realise it follows a much more structured process with clear stages and specific small steps for observation. Most importantly, its focus is not on judging the teacher but on analysing students’ learning and thinking.

1 thing/topic/aspect you would like to hear/learn about in a PD workshop.

I would like to explore a workshop with examples of predicting student thinking and common misconceptions which helps me to know how to better anticipate students’ possible responses during lesson planning.

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+ 2 things I find new and interesting about Lesson Study:

1. I learned that Lesson Study is not just about improving a single lesson but about building collaborative professional learning among teachers it focuses on deep reflection, observation, and shared growth.

2. I found it interesting that Lesson Study emphasizes observing student thinking and learning rather than just evaluating teacher performance.

+ How it is similar/different from what I previously imagined:
Before, I thought Lesson Study was simply a way for teachers to plan lessons together. Now I see it’s a much deeper, research-based process that encourages continuous improvement and collective inquiry.

+ 1 thing I would like to learn about in a PD workshop:

I would like to learn how to use technology tools to document and share Lesson Study outcomes with other educators.

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2 things I find new and interesting are:

1. I find it very interesting that the lesson is considered the team's collective product, not the individual teacher's. The presented group emphasizes that the team plans the lesson together, and the teacher is implementing a shared vision. This is different from what I imagined, which was more like a teacher presenting their own lesson for feedback. The idea that the team should "collectively own" the plan and that changing the teacher shouldn't change the lesson's core is a powerful concept.

2. I was surprised by the step of establishing a broad, long-term "research theme" for the students, like building their confidence or perseverance. I previously thought Lesson Study was only about improving a specific topic, like fractions or essay writing. It's also about developing broader student qualities and connecting every lesson back to those big-picture goals.

How it is similar/different from what I previously imagined:

I originally imagined Lesson Study simply as a cycle of planning, teaching, observing, and revising a lesson, which is similar to the basic structure the guide describes. However, I was surprised by how deeply structured and formalized the process is, with its 10 specific steps and strict protocols for observation and debriefing. The biggest difference is the central focus, I initially thought the process would involve judging the teacher's performance, but the guide repeatedly stresses that the sole focus must be on collecting evidence of student learning and thinking, completely removing the teacher from being the subject of evaluation. Furthermore, I didn't realize the lesson is a product of true collaboration, owned by the entire team rather than the individual who teaches it.

1 topic I would like to hear/learn about in a PD workshop is:

I would like to learn more about how to effectively anticipate student responses during the lesson planning phase. This is a key part of creating a detailed lesson plan, but it seems challenging. A workshop with examples and practice on how to brainstorm all the different ways students might think about a problem, including their common mistakes and misconceptions, would be very helpful.

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2 things I find new about lesson study:

Lesson study includes reteach the lesson after teaching, observing and then revising the 1st teaching version of the lesson. Initially, I thought that lesson study just focus on theoretical practices, people will analyze and adapt the lesson plan. In fact, it includes practical experiences and teschers have to reteach the second draft of the lesson if necessary. I feel really surprised about this and I learned that it would be so effective when teacher has their peer observe and give constructive comment on different aspects within lesson.

Another thing is that Lesson study is a cycle. It has several steps for people to follow and there is no end in this cycle. At first, I believe that it is a linear process, which has beginning and ending. However, people can continue this process until they are satisfied with the outcome.

1 Thing I want to learn in a PD workshop:

Job opportunities, choices and qualification: Whether we should work in private or public schools. Which are better for us to develop our professional development? Where can we find recruiment information?

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2 things that you find new and interesting about Lesson study. How is it similar/different from what you previously imagined about the Lesson study?

1 thing/topic/aspect you would like to hear/learn about in a PD workshop.

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Things I will consider when using textbooks

When using a textbook, I will carefully evaluate whether the content suits my students’ proficiency level and aligns with my teaching objectives. If certain parts seem too difficult or unengaging, I will adapt or supplement them with my own activities to make learning more effective. I will also examine the examples to ensure they are inclusive and culturally relevant. Lastly, I will consider whether the textbook’s teaching approach supports my own methodology, allowing me to promote deeper thinking and meaningful learning among students.

What impressed and inspired me after listening to Ms. Nguyet Ha’s sharing
I was deeply impressed by Ms. Nguyet Ha’s emphasis on prioritizing educational quality and genuine student success over financial concerns. Her decision to maintain a smaller workload in order to improve her teaching impact truly inspired me—it showed that meaningful results matter more than quantity. Her sharing also motivated me to continue my professional growth. Additionally, I learned practical strategies for obtaining a TESOL certificate more easily and improving my IELTS performance.

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Things that you will consider when using textbooks (to serve your PD as well as your educational goals)

When I use a textbook, I think about whether it really matches my students’ level and the goals of my lessons. I also check if the content is interesting and up to date. Sometimes I don’t follow it exactly — I like to add my own activities or examples to make the lessons more engaging and useful for both my teaching and professional growth.

What impressed and inspired you after listening to ms. Nguyen Ha's sharing

In my point of view, information she share with us is really meaningful, she make me want to learn Chinese language, consider for my career, and continue the master degree, she gave a lot of advice in learning, teaching, writing reflection the advantages of learning in hnue. However, in my point of view she was focus a lot on her point of view not objective ones, learning language is quite hard not easy as she had mentioned. But i really appreciate what she has archive, the benefits she shared, her step to become more better in teaching quality

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1. Using AI in Teaching. I want to explore and integrate artificial intelligence tools into my teaching practice to enhance student learning and engagement. By using AI, I can save time on administrative tasks and focus more on supporting individual student needs and fostering creativity in the classroom.

2. Taking Part in webinars or Conferences: Attending these events allows me to learn new methods, share experiences, and stay updated with current trends in education.

3. Keeping a teaching journal

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1. Things I will consider when choosing and using textbooks (to serve both my professional development and educational goals):

When selecting a textbook, I will prioritize alignment with my teaching philosophy and my learners’ real-life needs. A good textbook, to me, is not one that simply follows a rigid syllabus or emphasizes grammar drills, but one that promotes active learning, communication, and critical thinking.

I will also pay close attention to the appropriateness of the book’s level and content. A well-matched textbook challenges students just enough to keep them curious and motivated without making them feel overwhelmed. I believe the right level helps build both competence and confidence.

Beyond that, I will look at the quality, accuracy, and inclusiveness of the materials—whether the examples and topics reflect diverse perspectives and encourage meaningful engagement. I’ll also evaluate how flexible the textbook is, considering ways I can adapt or enrich it through extra activities, real-world tasks, or digital resources to better fit my students’ learning styles and goals.

Ultimately, my goal is to use textbooks not as strict guides, but as springboards for creativity, reflection, and continuous professional growth.

2. What impressed and inspired me after listening to Ms. Nguyet Ha’s sharing:

I was truly inspired by Ms. Nguyet Ha’s authentic passion for teaching and her unwavering sense of integrity. She reminded me that teaching is not just a job—it’s a vocation that demands heart, ethics, and lifelong dedication. Her message about placing students’ learning above profit or commercial concerns deeply resonated with me.

What struck me most was her decision to teach fewer students so she could invest more time in professional improvement and personalized teaching. It’s a powerful reminder that quality matters more than quantity, and that genuine educators measure success not by numbers, but by the growth and transformation of their students.

Her sharing reignited my own motivation to keep learning, self-reflecting, and evolving as a teacher. It encouraged me to teach with more intention, creativity, and care—so that I can become not just a knowledgeable instructor, but also an inspiring mentor who helps students love learning for its own sake.

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1. Things that you will consider when using textbooks (to serve your PD as well as your educational goals).

When using textbooks, I will carefully consider how each one aligns with my professional development and teaching goals. Every textbook has its own methodology and learning objectives, so it’s important to select and apply materials that best suit both teachers and students.

2. What impressed and inspired you after listening to Ms. Nguyet Ha’s sharing?

Ms. Nguyet Ha’s sharing was truly meaningful and practical. She advised that we shouldn’t pursue a master’s degree before working because real teaching experience helps us recognize our shortcomings and understand why further study is necessary. That mindset really impressed me, it shows how to learn with purpose and maturity.

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1. Things that you will consider when using textbooks (to serve your PD as well as your educational goals).

When utilizing textbooks, I must constantly evaluate how to adapt materials to serve both my ongoing Professional Development (PD) needs and the specific educational goals of my students, ensuring the content is current and engaging.

2. What impressed and inspired you after listening to Ms. Nguyet Ha's sharing?

Ms. Nguyet Ha’s sharing was particularly inspiring, underscoring the critical need for proactive lifelong learning through advanced studies like Master's or TESOL programs post-graduation. Her practical tips, including those for IELTS Speaking, strongly reinforced that sustained success in teaching requires a strategic, hands-on approach to both pedagogical and core language skills.

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What impressed and inspired me after listening to Ms. Nguyet Ha’s sharing

I was especially impressed by Ms. Nguyet Ha’s advice that we should gain practical work experience and explore different opportunities before pursuing higher education. Her idea of “learning through experience” helped me realize the importance of understanding what I truly want and need to study before committing to a master’s program. I also admired her strong emphasis on prioritizing educational quality and genuine student success over financial concerns. Her decision to take on a smaller workload to improve her teaching quality shows that meaningful impact matters more than scale. Listening to her inspired me to stay committed to professional growth and continuous self-improvement.

Things that I will consider when using textbooks

When using a textbook, I will first ensure that the material matches my students’ proficiency level and aligns with my learning objectives. If I find any part too difficult, irrelevant, or unengaging, I will adapt or supplement it with my own activities to make learning more effective. I will also carefully evaluate the examples to ensure they are inclusive, culturally appropriate, and relevant to all learners. Finally, I will check that the textbook’s teaching approach is compatible with my own methodology so that I can foster deeper thinking and engagement among students.

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Things that you will consider when using textbooks (to serve your PD as well as your educational goals).

When I use textbooks to help my learning and career goals, I will choose ones that are clear, updated, and related to my field. I will look for examples that show how to use what I learn in real life. I will take notes, ask questions, and connect the ideas to my own goals. By doing this, textbooks can help me grow both in my studies and in my future work.

What impressed and inspired you after listening to Ms. Nguyet Ha's sharing?

What impressed me most during Ms. Nguyet Ha’s sharing was her tips on how to do well in the speaking part of the IELTS exam. She gave simple and clear examples that helped us understand the main points easily. Her advice was very helpful and made me feel more confident about improving my speaking skills.

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1. Things I will consider when using textbooks (to serve my PD and educational goals):
When using textbooks, I will not treat them as the only source of knowledge but as a guide to deepen my understanding and professional development (PD). I will focus on how each unit or topic connects to real-life applications and how it can help me build critical thinking and communication skills. I will also consider how textbook activities can be adapted to my personal learning goals, such as improving academic writing, expanding vocabulary, and developing teaching techniques for future use.

2. What impressed and inspired me after listening to Ms. Nguyet Ha’s sharing:
- What impressed me most about Ms. Nguyet Ha’s sharing was her emphasis on prioritizing learning and professional development. She reminded me that continuous learning is the key to long-term success, and that investing in myself is the best way to grow both personally and professionally.

- I was also inspired by her advice to pursue a Master’s degree one or two years after graduation. It showed a thoughtful balance between gaining practical experience and continuing education, which motivates me to plan my own academic journey strategically.

- Another valuable takeaway was her advice on using counter-arguments in IELTS Writing. This strategy not only strengthens an essay but also demonstrates critical thinking and balance in presenting ideas. I plan to apply this technique to improve my writing skills and make my arguments more persuasive and well-rounded.

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1. When selecting and using textbooks to support both my professional development and educational goals, I always analyse and compare the pros and cons of different popular series currently in use. This helps me understand their pedagogical approaches, skills integration, and level suitability. By doing so, I can selectively apply the strengths of other series to the one I am teaching, adapting useful techniques, tasks, or topics to make my lessons more engaging and effective. At the same time, I try to modify or skip less appealing parts or those that do not match my students’ proficiency levels or learning needs. This process not only benefits my students but also helps me grow professionally as I learn from multiple teaching materials and methodologies.

2. I was the only one who stood up and asked Ms. Ha a question, and her answer truly opened my mind. I understood more deeply the value of professional development — not just improving classroom skills but setting clear goals and continuously learning. Her sharing helped me see the next two years, starting from my final year, as a crucial stage to shape my teaching path and plan for the next five years. I know that the future begins with what I do today, and I feel more focused and confident about my direction.

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1. Things that I will consider when using textbooks

Select materials that provide practical activities, allowing students to apply their knowledge to real-life situations.

Ensure that the textbook is appropriate for my students’ proficiency level and aligns with the curriculum requirements.

Include engaging discussions, enjoyable exercises, and opportunities for self-practice to keep students motivated and actively involved in the learning process.

2. What impressed and inspired you after listening to Ms. Nguyet Ha's sharing?

I was deeply impressed by Ms. Nguyet Ha’s insightful and practical sharing, as well as the valuable tips she provided for both professional development and academic learning. Her real-life experiences and sincere advice felt meaningful and relatable, which truly inspired me to reflect on my own learning journey. I’m very thankful for her talk.

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When I use textbooks, I will think about how effectively the material meets my students' requirements and whether the activities help them learn in a meaningful way. I see textbooks as flexible tools that can be adapted or supplemented to match my teaching goals and support my professional development.

Ms. Nguyet Ha's sharing of her own educational journey particularly impressed me. Her advice for selecting an appropriate environment for study was extremely inspiring. She emphasized that enrolling in a TESOL course, even for those with a degree in pedagogy, was what most affected me because it can significantly enhance classroom practice and teaching skills.