TEACHING PHILOSOPHY:

Definition of Teaching: teaching is transferring knowledge to students and raising students’ interest in learning

Definition of Learning: learning is receiving knowledge from other people, including teachers, peers or other people

View of Learner and Student Development: Development is enhanced through gradual exposure to language and is a step by step procedure. 

Student/Teacher Relationship: Teacher and student have good relationship, helping each other

Teaching Methods: Total Physical Response

Impact on Learner: Learner can develop their English language ability.

Regarding the teaching philosophy, I have followed Reconstructionism.

To be more specific, before teaching a new course, I start by defining what my students should know and be able to do by the end of the course.

Teacher inspires life long learning.

My teaching philosophy is that the main goal of every class is to use English in a meaningful, communicative way. Therefore, I adopt a student-centered approach, and ensure that every student could use English communicatively as much as possible. I try to relate to everyday situations of my students, so that I could teach them how to use English in their everyday life. Activities that I try to include are group work, presentation, discussion.

I believe in a student-centered approach that fosters learning autonomy, critical thinking, curiosity, lifelong learning, and a growth mindset. My role is to create an inclusive and engaging environment where students take ownership of their learning. I emphasize teaching beyond the test by focusing not just on exam preparation but on real-world skills, creativity, and problem-solving, helping students apply their knowledge in meaningful ways outside the classroom.

Reflective teaching is central to my practice. I regularly evaluate and adjust my methods based on student feedback and learning outcomes, ensuring my instruction remains dynamic and responsive to individual needs. I value diversity and promote equity and inclusion, tailoring my teaching to accommodate different learning styles and backgrounds.

By encouraging active participation, self-reflection, and lifelong learning, I aim to develop well-rounded students who can think independently, collaborate effectively, and confidently apply what they’ve learned far beyond standardized assessments.

Definition of teaching: assisting students in achieving the intended learning outcomes of syllabus as well as their own learning goals.

Definition of learning: the act of acquiring new knowledge through understanding, memorizing and applying that knowledge in a given situation.

View of learner and student development: Students are able to complete the assigned tasks and apply learned knowledge in speaking and writing.

Student/Teacher relationship: Student and teacher have friendly relationship but with reasonable distance.

Teaching methods: GTM, CLT

Impact on learner: Students can enhance their language knowledge and language skills.

1. Definition of Teaching: Teaching is the process of transferring knowledge and skills to students, and guiding them towards learner autonomy.

2. Definition of Learning: Learning is a lifelong process of acquiring the knowledge and skills, and applying them to real-world situations.

3. View of Learner and Student Development: Learners are recipients of knowledge, and are influenced by various factors, including social, cultural, and emotional aspects.

4. Student/Teacher Relationship: The teacher is a facilitator and mentor, with the responsibility of fostering a collaborative and supportive relationship with students.

5. Teaching Methods: Student-centered approach, task-based learning, communicative language teaching.

6. Impact on Learner: Teaching aims to develop lifelong learners, critical thinkers, and global citizens.

Teaching philosophy

Definition of teaching: teaching is a process of sharing knowledge to meet learners’ needs, fostering learners’ skills in a specific area and encouraging them to be long life learners.

Definition of learning: learning is the acquisition of knowledge or skills through experience, study, or by being taught

View of learner and student development: the learner and student development can be measured through their academic performance such as tests, and their skills can become transferable skills to many walks of their life.

Student/teacher relationship: teachers should be a consultant, guiding students instead of providing them everything.

Teaching methods: CLT, TBLT, flipped learning

Impact on learners: teachers should be a role model for students.

Definition of teaching: teaching is a process of sharing knowledge to meet learners’ needs, fostering learners’ skills in a specific area and encouraging them to be long life learners.

Definition of learning: learning is the acquisition of knowledge or skills through experience, study, or by being taught

View of learner and student development: the learner and student development can be measured through their academic performance such as tests, and their skills can become transferable skills to many walks of their life.

Student/teacher relationship: teachers should be a consultant, guiding students instead of providing them everything.

Teaching methods: CLT, TBLT, flipped learning

Impact on learners: teachers should be a role model for students.

• Affective Principle: Self-Confidence

Success in language learning is linked to the learner's self-belief. Teachers should help learners build self-confidence.

Teaching-Learning Activity:
Give students activities: small group discussions or presentations on familiar topics. After each activity, provide positive and specific feedback on strengths.

Student Learning Outcomes: Increased willingness to participate in language activities.

• Linguistic Principle: Meaningful Learning

Language learning is more effective when it is tied to meaningful contexts.

Teaching-Learning Activity:
Integrate language lessons into meaningful, real-world scenarios like writing emails, reading news articles, or discussing social issues relevant to the students.

Student Learning Outcomes: able to apply learned language to real-life situations.

I choose one of learning principles proposed by Kumaradivelu (1994, 2003), which is " facilitate classroom interaction with a communicative purpose". Adopting this principle, I design task-based speaking assignments for the students. To be specific, I organize pair work, or group work for students to solve a task based on their possible real-life contexts. For example, if I teach them the topic direction, I let them to play the role of tourists and locals to give direction for some outstanding spots in the city. Moreover, I also adopt his princinciple of " contextualize the linguistic context" in teaching vocabulary and grammar. For example, when teaching the word "stray cat", I explain the meaning by putting the world in a specific context, begining with a story such as : A cat left his home and became a stray cat. And then I ask students to form some more sentences to make a story.

Teaching principles, activities, and learning outcomes:

1. Cater for Learners’ Needs

   • Activity: Role-Playing Real-Life Scenarios: Create role-playing tasks based on specific situations that learners encounter in their daily lives, such as asking for help at work or shopping for groceries. Pair students and assign roles (e.g., customer and cashier) to practice dialogues.

   • Learning outcomes: Students will be able to initiate and respond to simple exchanges in familiar real-life contexts, using appropriate phrases for common situations (e.g., making requests or asking for assistance)

2. Pay attention to learners’ interests and motivation

   • Activity: Group Discussion on a Topic of Interest. Organize group discussions where students choose topics that align with their personal interests (e.g., sports, hobbies, or travel). Encourage students to ask and answer questions about the topic, promoting peer interaction.

   • Learning outcomes: Students will be able to ask and answer basic questions about familiar topics, expressing simple opinions and preferences while using appropriate vocabulary related to their interests.

3. Create a suitable learning environment

   • Activitiy: Collaborative problem-solving task. Set up a task where learners work together to solve a problem in a relaxed, supportive setting (e.g., planning a weekend outing or organizing a community event). Use clear guidelines and provide vocabulary support to ensure success.

   • Learning outcomes: Students will be able to collaborate and contribute ideas in group discussions, using simple language to share opinions and suggestions in a non-threatening environment.

     
     

Brown principles: Cognitive principles, Affective principles.

Cognitive principles:

• Meaningful learning: I provide Ss with the text including some new vocabulary. Then they try to understand and guess the meaning from the text. Next, I encourage them to make the sentences with the vocabulary they have learned or listen to the audio to fill in the blank so that they can get familiar with the sound, the use of the vocab.

• Strategic investment: I introduce and instruct them to apply different strategies in learning four language skills. For example, in speaking skills, I help the to develop their ideas to have a longer speech by give reasons, examples, the comparison, .... In reading activities, I help the to practice skim and scan the information from the text to get the answer quickly and effectively.

Affective principles:

• I create the comfortable environment in speaking activities. For example, students are afraid of make mistakes, I encourage them to try by themselves. They are given a limited time to prepare their idea before standing in front of the class to share their answers. Moreover, I give the the choice of their favorite topics. They can be supported by the teacher if they do not know how to present their idea or vocab to use.

Learning principle 1: Littlewood's (2016) principle "Cater for learners' needs"

Learning/teaching activities: Fun activities that encourage students to move for young learners like board race for learning vocabulary form, or tick-tac-toe for  learning vocabulary meaning (the activities are chosen based on students’ needs to play games and fun activities)

Student learning outcomes: students can remember vocabulary that they learned in the lesson

Learning principle 2: Brown's affective principles "Language-culture connection" learning a language also involves learning about cultural values and thinking.

Learning/teaching activities: Finding out the difference between two texts in English and Vietnamese by answering questions

Student learning outcomes:

Students understand the difference between English and Vietnamese writing

Students avoid common mistakes that Vietnamese writing affects their English writing.

To effectively integrate language skills in my general English class for young and very young learners, I managed to design activities that mirror real-world communication by integrating skills, including listening, speaking, reading, and writing. As Kumaravadivelu (2003) suggests, language skills should not be taught in isolation but integrated to reflect authentic use. For example, I often begin with a listening task to propose the topic for class discussion, followed by a student group or pair discussion, then based on those initial ideas, I introduce a related reading, leading the class into a selective reading session, and conclude the class with a creative writing of the chosen topic. This method ensures that my students practice multiple skills cohesively, leading to deeper understanding and fluency.

Through this integrated approach, I help my students achieve better outcomes by applying their knowledge across various language modalities. By engaging in these interconnected tasks, students enhance not only their comprehension and fluency but also their confidence in using English in diverse contexts. This not only enhances their overall language proficiency but also builds their confidence in using English in real-world situations. This also familiarize the students with the real-world process of language acquisition as they are required to work with integrated language skills at a time.

As a teacher of an English center, my teaching aligns with Kumaravadivelu’s Teaching Principles: Postmethod Pedagogy. His framework is based on the belief that teaching should be context-sensitive and teacher-driven, allowing educators to tailor practices to the specific needs of their students and environment.

I uses a shopping role-play to practice essential English phrases for buying groceries, such as asking for prices and quantities. Based on Kumaravadivelu's principles of particularity, practicality, and possibility, the task is contextually relevant, focusing on everyday situations. The teacher introduces key vocabulary, models a shopping dialogue, and facilitates a pair role-play where students take turns as customer and shopkeeper. The activity encourages reflection on language use, building confidence through group feedback and class presentations. It concludes with a review, reinforcing vocabulary and highlighting real-life applications.

I have followed learning principles proposed by Kumaradivelu (1994, 2003) and Littlewood (2006)

According Kumaradivelu (1994, 2003), learning opportunities should be maximised. I always take advantage of students' questions to have them search for answers on their own before I give them the correct ones. Doing their own research will help them understand and memorise the information better, thereby promoting their autonomy instead of asking teachers every single question.

I also encourage students to find more topics to practise writing the kind of essays that they study in a certain lesson. For example, we study to write a cause-and-effect essay. Subsequently, they can seek more essay topics to write and submit their work to me to receive more feedback instead of writing only one essay in class. I also indicate some cultural differences in Vietnamese and English, or even World Englishes used in various countries so that they respect the diversity of English and others' cultures, which is raising students' cultural consciouness.

According to Littlewood (2016), catering for leaners' needs is imperative because everyone has their own purposes of learning English. To be more specific, working adults prefer to learn English communication focusing on Listening and Speaking. I will choose materials to fit their needs. Conversely, students have a tendency to study IELTS for their higher education. Hence, I will design the lessons based on their needs. Moreover, there are learners of different learning styles in class; therefore, adopting a variety of learning activities is a must so that we can satisfy different learning styles to some extent. I also pay attention to giving appropriate feedback and assessment so that I can motivate learners and increase their engagement as well as achievements.

In my teaching context, I have applied some principles suggested by Rod Ellis. To begin with, instruction needs to ensure that learners focus predominatly on meaning. I asked students to engage in conversations or role-plays related to real-life situations. Secondly, instruction needs to ensure that students also focus on form. After presenting a specific grammar structure, I usually ask students to make sentences with that structure to practice it. Moreover, I organize games to help students remember the structure. Finally, we need both controlled and free practice to assess students' L2 proficiency. In my class, I have both controlled and free practice for students, such as tests and exercises with MCQs, gap-filling, sentence transformation, etc. (controlled) and presentation, designing poster (free).

Principle 1: Learners' interest and motivation : To keep the motivation of students, the difficult tasks can be broken down into several smaller activities. For example, before students take part in speaking activities, they are provided with some core vocabulary, then they can practice some sample patterns which can be used, then the structure of the speaking is also introduced to students. The students can practice the their speaking alone, then with a partner and finally they make a presentation in front of class. Positive feedbacks are given to students. Interested topics are also important to stimulate students' speaking, they usually speak more in topics they like or familiar with.

Principle 2: adopt a variety of learning activities: The students can do a lot of different activities to avoid boredom, and each activities can provide students with different aspects of knowledge. These activities can be pronunciation, matching, rearrange sentences, watching video and retelling the stories etc.

principle 3: promote learners autonomy: students need to develop the habit of doing search by themselves. Students can be asked to look up the meaning of the vocabulary, try to guess the meaning of a vocabulary without help of teachers, revise the old knowledge by themselve.

Among the teaching principles of Kumara (1994,2003), I am interested in the first and the second one: " provide the maximum possible number of learning opportunities" and "facilitate classroom interaction with a communicative purpose"

Teaching Activities:

1) Divide the class into groups. Each group is assigned a different section of a reading text.The groups work Split the class into pairs or small groups.

Each student is given a different piece of information (for example, one has a schedule of public transportation, and the other has a schedule of sightseeing tours).

The students must ask and answer questions in order to complete a task that requires the missing information, such as planning a tour of the city using both sets of schedules.together to understand their part. After this, students are regrouped so that each new group has at least one person from each previous group. The students now share their understanding of the text.

2)Split the class into pairs or small groups.Each student is given a different piece of information. The students must ask and answer questions in order to complete a task that requires the missing information.

I choose 2 principles belonging to the 7 macro principles developed by (Littlewood, 2016):

1. Principle: Adopt a Variety of Learning Activities

Activity 1: Role-play: Students act out scenarios in a real-world context => help students practice language skills in a meaningful and engaging way.

Activity 2: Game-based learning: Students play games that incorporate language learning objectives => make learning fun and motivating, while also providing opportunities for practice and feedback.

=> Conclusion: Implementing these activities help students develop a deeper understanding of the language and its cultural context => achieve the learning outcomes

2. Principle: Pay Attention to the Cultural Dimension of Language Teaching

Activity 1: Cultural immersion activities: Students participate in activities that expose them to the target culture, such as watching movies, listening to music, or reading literature => help students better understand the language and its cultural context.

Activity 2: Cross-cultural communication activities: Students work together in groups to discuss cultural differences and similarities => help students develop intercultural communication skills and become more aware of their own cultural biases.

=> Conclusion: Applying these activities to teaching help students develop a more holistic understanding of the target language and become more effective communicators.

1. Create a Suitable Learning Environment: In my classroom, I try to create a pressure-free, supportive, inclusive and friendly environment for my students. I design pair work, group work so that students can work together and support each other..

2. Cater for Learners’ Needs

At the beginning of each course, I conduct a needs analysis, asking students about their goals and their difficulties in learning a language. Based on this, I can design activities that will cater for my students’s needs.

3.       Pay Attention to Learners’ Interests and Motivation

I design activities that interets my students, for example acitivities with topics such as sports, movies, music,…

4.       Orient Learning Towards Active Use of Language

I design activities that simulates authentic tasks, such as ordering food at a restaurant, asking for directions, or job interviews, or even debates

5.       Adopt a Variety of Learning Activities

I cater for various learning styles in my class: audio, graphics materials for my auditory – visual learners, running games for kinasthetic learners,…

6.       Pay Attention to the Cultural Dimension of Language Learning

I integrate cultural features in the lession, foster not only linguistic competence but also inter cultur competence

7.       Give Appropriate Feedback and Assessment

In my classroom, positive, constructive feedback are given to my students, bc this greatly affect’s students’ learning experience and their motivation,…

I often stick with the principles of Kumaradivelu. First, I try to minimize perceptual misunderstandings in teaching. Misunderstandings can come from unclear instructions or explanations, therefore, when designing activities, I often use clear, simple language for giving instructions. For example, for students at A1 level, instead of explaining photosynthesis using technical terms, I simply explain that photosynthesis is the process of plants making their food using sunlight. Additionally, I often use concept checking questions afterwards to ensure that students understand the concept accurately. These can be yes no questions or wh questions such as do animals make food using sunlight?. The outcome is that students can recall the word.

The reading explores the concept of appropriate methodology in English Language Teaching (ELT), focusing on the tension between dominant Western teaching practices from British, Australasian, and North American (BANA) contexts and the diverse needs of educational settings like TESEP (tertiary, secondary, primary). It highlights the challenges of imposing BANA methodologies on TESEP contexts and advocates for a cosmopolitan approach that values the cultural richness of students and teachers. This cosmopolitan approach emphasizes context-sensitive teaching, allowing for flexibility and adaptation to learners’ unique experiences.

The reading traces the evolution of ELT methods, such as grammar-translation, direct method, audiolingualism, and Communicative Language Teaching (CLT). It critiques the traditional belief that methods progress linearly and instead argues that methods are shaped by socio-political influences and contexts. Postmethod pedagogy, as advocated by Kumaravadivelu, focuses on three core principles: particularity, practicality, and possibility, emphasizing localized approaches rather than rigid adherence to predefined methods. CLT, which emerged in the 1970s, shifted the focus from linguistic structures to real-world communication, prioritizing communicative competence. However, the universal application of CLT faced criticism for not aligning with all cultural or contextual classroom needs.

Task-Based Language Teaching (TBLT), which emphasizes learning through meaningful, real-world tasks rather than explicit grammar instruction, is another important method discussed. TBLT is learner-centered, encouraging natural language acquisition through real-life tasks. However, challenges remain, particularly in regions where traditional methods dominate. Support for teachers and proper training are critical for successful implementation of TBLT.

The text also covers Content and Language Integrated Learning (CLIL), which integrates subject content and language learning, promoting multilingualism. CLIL balances language learning with subject matter instruction and has spread globally, although concerns about elitism and implementation challenges remain. The reading emphasizes the need for teacher training and appropriate materials to ensure CLIL’s success.

Overall, the text advocates for a cosmopolitan methodology in ELT, encouraging a shift away from BANA-dominated models towards context-sensitive, culturally inclusive teaching. By recognizing the hidden cultural contributions of students and teachers, this approach promotes a more dynamic and inclusive language learning environment, responding to the diverse needs and experiences of learners worldwide.

Class: MATESOL2023A

Name: HỒ HOÀNG TÍN

Student Code: 23814011127

A summary of Hall (2016), Part III

Summary of session 3

Summary of session 2

Student ID: 23014011122

Course: Techniques in TESOL

Summary of Session 3

Reflecting on my classroom in the English center, I’ve found that connecting lessons to students' interests and using interactive tools keeps them engaged. Role-playing and real-world applications, like creating skits or simulations, allow students to apply what they’ve learned in practical ways.

Balancing individual, pair, and group activities ensures all learning styles are accommodated, keeping the energy high. Gamified elements, like friendly competitions, also boost motivation and encourage risk-taking.

Overall, creating this interactive and dynamic environment makes learning both enjoyable and meaningful for my students.

An engaging activity

Create a poster to present the effect of the fast-paced development of the economy in Vietnam nowadays.

• students have to brainstorm ideas to present on the poster: advantages and disadvantages.

• they have to organize the idea in the logic organization

After the various topics discussed in class today, I've come to understand that teaching teenagers in an ESL classroom demands a lot of flexibility, creativity, and a solid grasp of my students' unique needs. The idea of adopting the Post-method approach has really encouraged me to step away from traditional methods and find more meaningful ways to connect with my students. Whether it's through project-based activities, interactive games, or cultural discussions, I've seen them become more engaged and enthusiastic about learning.

Looking back on this experience, I feel much more confident in adjusting my teaching style to create an environment where they can truly thrive. Also, the incorporation of updated and collaborative games after each teaching session efficiently help consolidate and scaffold my students.

Activity: "At the Shop" Role-Play

Materials Needed:

• Printed role cards for shopkeepers and customers.

• Items or pictures of common items (groceries, clothing, electronics, etc.).

  
  

  Setting Up the Role-Play:

  • Divide the students into pairs or small groups. Assign one student to be the customer and the other to be the shopkeeper.

  • Distribute role cards, so each student has a set of instructions specific to their role.

  • Allow students to prepare in 10 minutes and perform the role-play using the setup from their cards.

  • After 5-7 minutes, rotate roles, so each student gets a chance to be both the customer and the shopkeeper.

Takeaway from session 3

From this lesson, I see that teachers should balance between including exercises and tasks in their own teaching. For example, in my own teaching context, when teaching the simple past tense, I have involved both exercises and tasks. After providing them with the structure and usage of the simple past tense, I asked them to complete some exercises such as multiple-choice questions, or put the words in past simple form to help them review the structure. Then, I had some tasks like using the simple past tense to talk about your last holiday or write about their past volunteer work so that they can apply the tense in real-life contexts.

1 takeaway from today’s session: multiple intelligences theory

The theory suggests that people have various ways of learning. Some activities that I apply in my daily teaching practices are:

1. Debates and discussions: Encourage students to express their opinions and engage in meaningful conversations.

2. Storytelling: Have students create and share their own stories.

3. Problem-solving activities: Present puzzles, riddles, or logic problems.

4. Data analysis: Have students analyze data and draw conclusions.

5. Visual aids: Use diagrams, charts, and mind maps to present information.

6. Role-plays and simulations: Have students act out different scenarios.

7. Movement activities: Incorporate physical movement into language learning activities.

8. Songs and rhymes: Use music to teach vocabulary and pronunciation.

9. Rhythm activities: Have students clap, tap, or move to the rhythm of language.

10. Group projects: Have students work together on collaborative tasks.

11. Reflective journals: Have students write about their learning experiences.

12. Goal setting: Help students set personal language learning goals.

post methods approach

The key takeaway I have withdrawn from this lesson is that no methods is always right for every teaching context. Teachers should assess learners’ needs and then consider which methods are appropriate for their students. In case of my teaching context, I often combine communicative language teaching with task-based language learning. Specifically, I often create opportunities for students to raise the voice in my class as much as possible by incorporating class discussion, role play, etc. Additionally, I always try to make the activities in the textbook as well as the tasks I designed in production phase as authentic as possible, helping my students to navigate if they come across such situations in real life.

Involving activities and Engaging activities

At the beginning of the lesson, I design a game (Kahoot) to review the vocabulary or grammar structures of the previous lesson. Sometimes, I invite some students to share their opinion or idea about some topics related to the topic (What's weather/How do they feel/What did they do at the weekend/...". These activities require less efforts and energy so that students feel comfortable to involve in the lesson. After that, I engage them to the main content of the new lesson by giving them some activities require more brain work. For example, I provide them the cue, the instructions then require them complete the conversation based on the given information. Finally, I will invite some students randomly to present their opinion.

In my teaching context, I'm always aware of multiple intelligences and different learning styles. For linguistic learners, I use debates, storytelling, and word games. For logical students, I focus on problem-solving tasks, quizzes, crosswords, puzzles, tasks, and group research. Visual learners prefer diagrams, infographics, and timelines, images, while musical learners benefit from songs and rhythmic drills. My kinesthetic students thrive in role plays and movement-based activities, and interpersonal learners excel in group discussions and peer teaching. By varying activities, I ensure that every student stays engaged and connected to the lesson.

As an English teacher in Vietnam, I do need to follow one pillar defining teachers in Southeast Asia, namely helping my students learn. First, to know my students, I can have a conversation with my students before each lesson and during the lesson to know about my students’ interests and needs in learning English or their personal concerns. Next, to use the most effective teaching and learning strategy, I uses a variety of methods and activities in classrooms such as CLT and TPR and online quizzes or games.

Student ID: 23814011122

Course: Techniques in TESOL

Summary of Session 4

Summary of Week 4

A summary of Hall (2016), Part IV

Võ Trần Thanh Phương

Trần Xuân Anh

Vũ Thị Tuyết

Nguyen Thi Bich Ngoc

Nguyen Thai Ha

Nguyen Van Hieu

Do Van Tuan

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

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

Today we tip our hats, or maybe just wave,

To women who teach us how to be brave.

Through thick and thin, they somehow stay strong,

Even when things go horribly wrong.

Nguyễn Văn Hiếu - 21814011114

Lê Thị Thủy - 23814011126

Dương Huệ Trân - 23814011128

Method: Total physical response

1. Phạm Ánh Như  - 23814011120

2. Võ Trần Thanh Phương  - 23814011122

3. Vũ Thị Tuyết  - 23814011133

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

1. Task & exercise

2. Engaging and involving activities

3. The 5 domains to consider for syllabus design

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

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

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

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

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

kEY TAKEWAYS:

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

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

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

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

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

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

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

• Engaging and interactive activities

• The five key domains to consider when designing a syllabus

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

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

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

Key Takeaways:

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

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

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

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

Hồ Hoàng Tín - Trần Xuân Anh

Homework week 4

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

Summary week 5

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

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

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

Student ID: 23814011122

Course: TECHNIQUES IN TESOL

SUMMARY OF SESSION 5

Homework Week 4

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

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

Homework Week 4

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

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

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

Student Name: Hồ Hoàng Tín

Student Code: 23814011127

Hồ Hoàng Tín - 23814011127

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

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

Phạm Ánh Như 

23814011120

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

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

Student ID: 23814011120

A summary of Hall (2016), Part V

Nguyen Thi Bich Ngoc

Student ID: 23814011117

Tran Mai Truc

23814011131

Tran Mai Truc

23814011131

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

Students' code: 23814011117

Reflection of the two articles

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

Assignment 3: Individual Project

Student code: 23814011127

Assignment 3 Presentation

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

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

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

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

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

Name: Võ Trần Thanh Phương

Student ID: 23814011122

Course: Techniques in TESOL

Name: Võ Trần Thanh Phương

Student ID: 23814011122

Course: Techniques in TESOL

Student ID: 23814011120

Homework of Session 5

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

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

Student ID: 23814011120

A summary of Hall (2016), Part VI

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

Course: TECHNIQUES IN TESOL

Name: Võ Trần Thanh Phương

Student ID: 23814011122

Summary week 6

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

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

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

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

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

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

Summary Session 6

23814011131

Session 5 Homework

Course: TECHNIQUES IN TESOL

Name: Võ Trần Thanh Phương

Student ID: 23814011122

Homework Week 5

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

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

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

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

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

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

Nguyen Thi Bich Ngoc

Nguyen Thai Ha

Do Van Truc

Tran Mai Truc

SUMMARY OF TEACHERS' REFLECTION ON USING CORPORA IN THEIR TEACHING

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

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

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

Võ Trần Thanh Phương - 23814011122

Vũ Thị Tuyết - 23814011133

Hồ Hoàng Tín - 23814011127

SUMMARY OF TEACHERS' USING CORPORA IN THEIR TEACHING

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

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

Week 6

1. Le Thi Thuy

2. Nguyen Ngoc Tuyet Anh

3. Nguyen Huynh Dang Khoa

4. Duong Hue Tran

   Summary

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

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

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

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

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

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

   
   

Course: TECHNIQUES IN TESOL

Name: Võ Trần Thanh Phương

Student ID: 23814011122

Slides_Individual Project

Individual Presentation