Speaker
Description
This presentation reports on a classroom-based pilot study investigating the use of modular visual grammar instruction to support first-year Vietnamese non-English-major university students with low proficiency in learning English tenses. Drawing on Cognitive Load Theory and modular instructional design, the study reconceptualizes grammar abstractness into a system of visual blocks representing time and action patterns. Over a six-week period, short-form animated lessons, integrated with AI-assisted scripting and prototyping, were implemented with 42 learners. Data were gathered through weekly grammar performance tasks, structured classroom observations, and post-lesson student feedback surveys. Both descriptive and qualitative analyses indicated a marked increase in classroom participation, enhanced immediate recall of tense structures, and highly positive learner attitudes toward grammar activities. The findings suggest that AI-supported modular visual grammar serves as a practical, high-engagement alternative to traditional memorization-based grammar teaching in Vietnamese tertiary contexts. Additionally, pedagogical implications for curriculum design and material development for low-proficiency EFL learners will be discussed.
Biography
Lê Tất Thành has nearly twenty years of experience in English language teaching and is currently a lecturer at the Political Academy of the People’s Public Security, Vietnam. His teaching and research interests include learner motivation, language assessment, digital pedagogy, educational technology, and technology - enhanced language learning. His recent work focuses on supporting low-proficiency university students through visual learning principles, modular instructional design, and classroom-oriented teaching practices. He has participated in various institutional projects related to teaching innovation for non-English-major students, with particular interest in practical methodologies that improve learner engagement, grammar comprehension, and learner confidence. His broader academic interests include the integration of artificial intelligence and digital technologies into English language teaching and higher education. His current research explores modular visual grammar instruction as an engaging alternative to memorization-based grammar teaching for low-proficiency tertiary learners in Vietnam and comparable EFL contexts.
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