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Xin chào, I'm Nguyen Quoc Bao
- my edu-mail: 1914087@dlu.edu.vn

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7th March 2. What are some benefits of game-based learning for ESL students, and how does it compare to other forms of language instruction?In my opinion,  some of the benefits of game-based learning for ESL students are improved interaction and teamwork, helping students become more confident and motivated, being excited to come to class, and most importantly, the game will make the classroom more lively and attractive to students.The organization of games in the lesson compared to other teaching activities helps students remember knowledge longer. The variety of games also helps students interact with each other better. In addition, changing the game in each teaching session stimulates students to think more and helps relieve stress

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7th March 2. What are some benefits of game-based learning for ESL students, and how does it compare to other forms of language instruction?In my opinion,  some of the benefits of game-based learning for ESL students are improved interaction and teamwork, helping students become more confident and motivated, being excited to come to class, and most importantly, the game will make the classroom more lively and attractive to students.The organization of games in the lesson compared to other teaching activities helps students remember knowledge longer. The variety of games also helps students interact with each other better. In addition, changing the game in each teaching session stimulates students to think more and helps relieve stress

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21/02 Question 5 Discuss the implications of constructivist theory and active learning for assessment in an ESL classroom. How can teachers design assessment activities that align with constructivist theory and promote student learning and knowledge construction?Constructivism is the theory that learners construct knowledge rather than passively receiving information. As people experience and reflect, they construct their own expressions and incorporate new information into their pre-existing knowledge. In terms of science, it has changed educational thinking from putting the teacher in the center position to "taking the learner as the center." Up to now, with his positive contributions, his theory is still respected by the world. He continues to research and apply it not only in the field of education, but especially in teacher training while still being researched and developed by scientists. The application of the theory of "experiential learning" to experiential activities in the subject can be flexible, but it is necessary to ensure all 4 steps. First, organize for students to participate in specific experiences. Second, organize for experience analysis and processing. Third, ask students to describe what they have experienced and analyze the meaning of those experiences for themselves. Finally, ask students to state how they will apply what they have just learned to perform learning tasks or to practice and apply knowledge and skills to a new learning situation. At the same time, the teacher will participate as a guide and promote the learning process. Students need to experience themselves.

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21/02 Question 5 Discuss the implications of constructivist theory and active learning for assessment in an ESL classroom. How can teachers design assessment activities that align with constructivist theory and promote student learning and knowledge construction?Constructivism is the theory that learners construct knowledge rather than passively receiving information. As people experience and reflect, they construct their own expressions and incorporate new information into their pre-existing knowledge. In terms of science, it has changed educational thinking from putting the teacher in the center position to "taking the learner as the center." Up to now, with his positive contributions, his theory is still respected by the world. He continues to research and apply it not only in the field of education, but especially in teacher training while still being researched and developed by scientists. The application of the theory of "experiential learning" to experiential activities in the subject can be flexible, but it is necessary to ensure all 4 steps. First, organize for students to participate in specific experiences. Second, organize for experience analysis and processing. Third, ask students to describe what they have experienced and analyze the meaning of those experiences for themselves. Finally, ask students to state how they will apply what they have just learned to perform learning tasks or to practice and apply knowledge and skills to a new learning situation. At the same time, the teacher will participate as a guide and promote the learning process. Students need to experience themselves.