VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

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REFLECTIVE JOURNAL
COURSE: TESOL METHODOLOGY

Supervisor: Associate Professor. Le Van Canh, Ph.D.

Student's name: Tran Ngoc Son
Student's code: 23045123
Student's email: [email protected]
Assignment due date: September 27th, 2024

Hanoi, September 2024

 REFLECTIVE JOURNAL
Reflective Journal 1: Think of one change in ELT that you have been
introduced in today’s lecture and that is of your interest. What makes you
interested in that change & What do you think you have to change in your
beliefs and changes about teaching English?
One significant shift in English Language Teaching (ELT) is the
move toward student-centered learning. This approach emphasizes the
active role of learners in their own education, promoting autonomy,
critical thinking, and collaboration. It contrasts with more traditional
teacher-centered methods, where the teacher directs all learning and
students passively receive information.
There are several reasons why I am interested in this shift.
- Empowerment of Learners: Student-centered learning gives
students more control over their learning journey. This encourages them
to engage more deeply and develop skills like problem-solving,
creativity, and independent thinking, which are crucial not only for
language learning but also for their overall academic and life success.
- Diverse Learning Needs: Every learner is different. A student-
centered approach allows for more personalized learning experiences,
catering to different learning styles, paces, and interests. This flexibility is
particularly important in language learning, where students come from
diverse linguistic and cultural backgrounds.
- Active Learning: In a student-centered environment, students are
actively involved in activities like discussions, group work, and project-
based learning. This not only enhances their language skills but also helps
them apply language in real-life contexts.
What I Would Need to Change in My Beliefs:
- Shift from Authority to Facilitator: Teachers are identified as
knowledge bearers according to tradition. As student-led it means the
teacher rarely lectures but rather just a guide who assists learners in
strategies they can use to grasp lessons. This meant, for instance, that I
would need to accept the notion of knowledge as constructed, not
profiled, and that my students and I build the knowledge together.
- Belief in Flexibility over Control: I would have to reduce my
belief to the fact that it is always important to operate a highly structured
lesson plan that is most often dictated by the teacher. It demands more
organizational freedom and student self-mastery as student-centred
learning does. It encompasses relinquishing specific guidance on the
subject, and permitting the learners to navigate issues at their
convenience.
- Assessment Focus: I would have to move from a normative
approach to a more developmental approach to assessment. I would have
to embrace process more than product, I would prefer teaching how
students learn rather than what they learn at the end.
In conclusion, the principles of student-centered approach always
correspond to the contemporary perception of learning that enhances the
learners’ roles and their development, and this exhilarates me. But to be
more specific, at that point I’d need to change the role from teacher as
authority to a more friendly one as a helper with open-minded approach
to every student and the variety of type of checks.
Reflective Journal 2: Think of one change in ELT that you have been
introduced in today’s lecture and that is of your interest. What makes you
interested in that change & What do you think you have to change in your
beliefs and changes about teaching English?
It was when I started teaching that I realized how different reality
was from the methodology classes I had attended. In theory, I understood
that lesson planning is student centered, sequenced, outlined, and
transitioned. However there were challenges I faced once I joined the
classroom which this methodology did not equip me with.
For instance, I learnt that students should be encouraged to
participate in class discussions and group assignments while in practice
the majority of students could not participate in large groups or even
mixed ability groups. I also had problems with time management. The
planned lessons to deliver failed to work as the students were cumulative
learners and this caused ruptures in the schedule set down.
It was at first a cause of strain, which I worked to reduce by being
more accepting as to how I targeted my work. I discovered how to adopt
an activity in order to keep the learning process on course on its course
and that not everything would work as planned. I also developed more
concern on establishing relationship with the students, and perceived each
of them as unique learners, so do I modified my actions to suit their
needs. I used more scaffolding, made tasks more choppy, and made an
effort to get mired individuals involved.
I developed strategies of applying the pure and technical methods
of intervention that I learned, in my classes, and over time I grew in my
abilities to handle the challenges of the classroom.
Reflective Journal 3: In less than 300 words, describe:
1. What is one useful idea that you pick up from today’s lesson that
change your conception of teaching? Why do you think it is useful to you?
2. How are you going to use that idea in your career?
Among the many useful ideas I have learned is that the teaching
profession is one part skill and one part inspired. I have learned from this
concept on how not only to teach content (the science), but how to also
teach content in a way as to interest students and also build rapport (the
art). The component of ‘science’ implemented in this model is comprised
of methods, assessments, as well as learning theories that are necessary in
order to organise lessons and be able to reach certain predetermined
goals. However, the “art” component that is intuition, creativity and
ability to motivate is as important in creating a positive environment for
learning.
This idea helps me because it makes me think about the fact that in
order for teaching to be effective everything must be in moderation.
Excessive reliance on the science may result in a mechanistic learning
environment, while giving priority to the art may be unorganized.
Integrating both enables the classroom to be flexible in its approach to
meeting students’ emotional and academic selves.
How I’ll Use This Idea in My Career:
When it comes to lesson planning I shall therefore work with a lot
of planning but at the same time offer room for flexibility. Academically,
I will employ the principles of scientific approach including methods and
assessments when teaching. But I will also welcome the artistic aspect of
this training as I will pay more attention towards students’ levels of
participation, their moods, and interests and hence make learning more
fun and engaging. This balance will allow me talking to students on so
many different levels and thus learning becomes effective and
meaningful.
Reflective Journal 4:
- Write a reflective essay on one lesson you taught focusing on two
aspects: the questions you asked and the way you used Vietnamese.
- What types of questions dominated in your questions? Why? Which type
you found more effective to your learners’ learning? Evidence. Can you
explain why they were more effective to other types of questions.
- How much Vietnamese did you use in your lesson? For what purposes?
How did you students think your use of Vietnamese? How did you know?
From that experience, when and for what purposes do you think the use
of Vietnamese is more effective and when and for what purpose it is not
effective.
Questioning Techniques: There are two main categories of
questioning techniques: In the first part of the lesson, most of the
questions posed to the students were closed question since they elicit
brief and specific responses. These questions were helpful in assessing
understanding among the students and as such I would use them to know
whether the students had followed the lesson. For example, looking at the
board where I wrote one of the vocabulary words, I said, “This word
means…?” or “Is the following sentence written correctly?”
 Based on the outlined strategy, as the lesson proceeded, I engaged
more of open-ended questions in a bid to promote critical thinking. I
posed questions such as the type illustrated below: ‘Would you please use
this word in a sentence?’ or “What do you suppose induced the character
to behave like this?” These questions posed to students included a factual
level that involved the students in explaining, analyzing, and applying
knowledge.
To my thinking, closed-ended questions are less suitable for
learners because I prefer open-ended questions for better comprehension.
Students provided lengthy answers when answering questions using
open-ended questions and displayed more enthusiasm and were able to
think critically. For instance, when a student used some grammar
structure in answering a question and proceeded to explain why he or she
used that structure, the class was able to open a discussion. This made it
possible to find out not only what they know but even how they think and
even reason. These questions were more effective because not only did
they force learners to recall information, but also to use it in situations
which have significant meaning for them.
In the lesson, I employed Vietnamese only occasionally but when I
saw that the students were applying the previous instruction with
difficulties or they had a look that said they did not quite understand what
I was saying, I would repeat what I was saying in Vietnamese. For
example, I lectured a grammar lesson in English but it enticing in
Vietnamese when expounding on confusing areas or responding to
mirrors.
Logistically, students’ reaction toward the use of Vietnamese
language was positive. I was able to deduce this from the look on their
face and how quickly they cottoned on when I used their language to
explain it. They appeared less apprehensive when seeking clarifications
and therefore enhanced question posing within the classroom.
Surprisingly, I found out that it is suitable to use Vietnamese…
once in awhile when things are not quite clear and require further
elaboration—in front of a beginner or intermediate learner at least. It may
also foster trust and help to debunk misconceptions students have which
in effect reduces their stress making the classroom environment safe for
learning. However, writing in Vietnamese can lead to students’ minimal
and limited interaction and practice in the second language, the focus
language. Hence, I think that it is more appropriate to use it sparingly - to
explain important things, or to resolve possible misunderstandings, or
when giving rather complex instructions – while the most of the class
should be carried out in English in order to provide students with practice
as intensive as possible.
Reflective Journal 5: Choose a grammar point. Design a 10-minute
activity for your learner group using any teaching approach you prefer.
Grammar Point: Past Simple Tense
Learner Group: Intermediate-level students (assumed based on
typical need for Past Simple practice)
Activity: “Tell Your Weekend Story”
Objective:
Students will practice forming the past simple tense by sharing
what they did over the weekend. This activity emphasizes accuracy in
verb conjugation while encouraging fluency in speaking.
Duration: 10 minutes
Teaching Approach: Communicative Language Teaching (CLT)
CLT emphasizes real-life communication, allowing students to
practice grammar in meaningful contexts. This activity encourages
spontaneous use of the past simple tense in a conversational setting,
which mirrors authentic language use.
Activity Outline:
Warm-up (2 minutes):
- Teacher briefly reviews the structure of the past simple tense
(affirmative, negative, and question forms).
Example: “I visited my grandparents.” “I didn’t watch TV.” “Did you go
anywhere?”
- Teacher elicits a few examples from students to ensure
understanding.
Pair Work (6 minutes):
- Students are paired up and asked to share what they did last
weekend. Each student must share three activities they did, using the past
simple tense.
- Students take turns speaking for 2-3 minutes each, asking follow-
up questions (e.g. “Did you enjoy it?” or “What time did you get
home?”).
- Teacher encourages students to use irregular verbs as well as
regular verbs.
- Teacher monitors the pairs, offering support where necessary.
Feedback (2 minutes):
- After the pairs have finished, select a few students to briefly share
what their partner did over the weekend. This reinforces listening
comprehension and provides a second opportunity to use the past simple
tense.
 - Teacher provides corrective feedback, focusing on verb
conjugation and form.
Rationale:
- Focus on Communication: This activity uses the past simple tense
in a real-life context (talking about a past event), helping students see the
practical application of the grammar point.
- Student Interaction: By working in pairs, students practice
fluency and accuracy, learning from each other’s examples.
- Teacher Support: The teacher acts as a facilitator, correcting and
guiding when needed, but the emphasis is on student-led conversation.
Reflective Journal 6: What is one of the most useful idea about
vocabulary teaching you have learned in today’s lecture? After finishing
your lesson, think back on all the activities you used to teach and to get
students to practice vocabulary in the lesson. What vocabulary activity do
you find most/least activity to your students? Why? How do you know if it
is effective? In case of the least effective task, what activity are you
thinking of using instead in the next lesson?
Another of the most valuable ideas that I’ve got as for the teaching
of words is context teaching. Repeating specific words and their
meanings alone does not suffice to teach learners how to use them in
meaningful communication, as incorporating vocabulary in context does.
There are several reasons why it is useful for me.
Improved Retention: Such is when the teacher uses words in
context, the learner is able to grasp meaning and how to use it since it is
connected with something familiar.
Deeper Understanding: This method of learning introduces the
students to the word in its complete form and without the getContext
Distortion, the students get to know how to use the word, what it means
and what it connotes.
Application in Real-Life Communication: Contextual learning
enable students understand how certain words are utilized in line with
other topics easier for the student to use the words in speaking or writing
tasks.
For example, instead of teaching the word “run” in isolation, it’s
more effective to show how it changes meaning depending on the
context: for instance, use the noun in the phrase ‘run a business,’ ‘run
quickly,’ or ‘run out of time’. This way allows learning more
comprehensive and realistic conceptions of referential meanings of
words.
Based on the analysis of a recent vocabulary lesson, one of the
most beneficial tasks was context-based role play activity in which
students were to use new vocabulary in practical scenarios. For example,
learning vocabulary connected with traveling, I offered a role-play where
one was a tourist, and the other was a hotel clerk. This activity was fun
and let the students use the words in context, which helped me assess
meaning and pronunciation of the words.
Why It Was Effective:
- Active Engagement: The use of words in context was a great
approach as the students were fully involved in using the vocabulary in
practical situations.
- Practical Application: The given role-play was close to real life as
it allowed engaging the students further and applying the knowledge in a
communicative manner.
- Student Feedback: This was evident from the body language and
the desire of the learners to answer the questions being asked. They also
asked appropriate follow-up questions and used the words fluently this
showing that they understood the words.
I knew it was effective because students use it to answer other
questions in class and other exercises during the same lesson.
As for the least effective activity, a matching type of an assignment
in which students had to match the terms with definitions can be
mentioned. Although this task proved useful in the accomplishment of the
first goal, it was limited and did not challenge the learner enough.
Why It Was Less Effective:
- Lack of Context: FLT students appeared to have difficulties
understanding the diminutive words and their uses when used without
context.
- Limited Interaction: It did not thereby encourage active
engagement with the list of vocabularies needed for the task to be
remembered.
For the following class, instead of doing the matching activity, I
consider creating a story-telling cooperative instructional activity.
Students will work in pairs or in group to produce a short story using
some of the target lexis. This will enable them to interact with the words
in an innovatively improved manner and consolidate on the meaning
proffered by contextual and collaborated information.
Reflective Journal 7: Choose one specific speaking activity you used in
your speaking lesson. Find out your student’s views on that activity
through a questionnaire.
Speaking Activity: Role-Play: A Job Interview
This speaking activity was designed to simulate a real-world job
interview scenario. Students were paired up and assigned specific roles:
interviewer and interviewee. The interviewer was provided with a list of
potential interview questions, while the interviewee was given
information about a hypothetical job position. The goal was to practice
essential communication skills, such as active listening, responding
effectively, and presenting oneself professionally.
Questionnaire and Results
After the activity, students were asked to complete a short
questionnaire to gather their feedback.
Questions:
1. How did you feel about the role-play activity?
2. What did you find most challenging about the activity?
3. What did you find most helpful about the activity?
4. Would you like to do more activities like this in the future?
Results:
Question 1: Most students felt positive about the activity, with
many expressing that it was enjoyable and informative.
Question 2: Common challenges included feeling nervous,
struggling to think of answers quickly, and not knowing how to respond
to certain questions.
Question 3: Students found the activity helpful in practicing their
speaking skills, improving their confidence, and learning how to present
themselves professionally.
Question 4: The majority of students indicated that they would like
to do more role-play activities in the future.
Clarifying Student Views
To gain a deeper understanding of student perspectives, I conducted a
follow-up discussion. Some key points that emerged were:
Nervousness: Many students admitted feeling nervous, especially
at the beginning of the activity. To address this, I emphasized the
importance of practice and suggested relaxation techniques.
Question Difficulty: Some students found certain questions
challenging to answer. I explained that this is a common experience in
real-life interviews and encouraged them to think critically and prepare
for potential questions in advance.
Confidence Boost: Several students noted that the activity helped
them feel more confident in their speaking abilities. I reinforced the
positive impact of practice and encouraged them to continue to challenge
themselves.
Overall, the role-play activity was a valuable experience for
students, providing them with opportunities to practice their speaking
skills in a simulated real-world context. By gathering feedback and
addressing student concerns, I was able to tailor future activities to meet
their needs and enhance their language learning experience.