Speakers
Description
In many Vietnamese lower secondary schools, English is taught as a subject rather than a mode of communication. This study investigates teacher practices promoting an ESL-oriented classroom and examines their effects on the confidence and fluency of secondary students. The study was conducted with 30 English teachers from 20 lower secondary schools in Thai Nguyen and observed 160 students in ESL classrooms at Doc Lap lower secondary school. To collect the information about teachers’ classroom practices, the challenges faced in developing ESL classrooms, and their effects on students’ fluency and confidence, a quantitative descriptive research design was employed using questionnaires and interviews. Descriptive statistics were applied to analyze the data. The findings reveal that teacher practices play a significant role in creating an ESL-oriented classroom. In addition, students’ fluency and confidence are improved by teachers who frequently provide more interactive opportunities through group work, pair work, and oral feedback. While many teachers recognized the important role in creating an ESL classroom, they identified some challenges due to students’ anxiety, classroom time limitations, and the inconsistent implementation of these practices by teachers. The findings indicate that teachers should adopt more communicative, student-centered approaches and create an “English zone” during teaching to enhance students’ fluency and confidence in ESL contexts.
Biography
I am an English teacher working with students of different levels. My main focus is helping learners improve their communication skills, especially speaking and listening, so they can use English in real-life situations. I try to make my lessons clear, practical, and easy to follow. I also adjust my teaching methods and materials depending on my students’ needs and level. In my teaching, I pay attention to how students learn languages and what helps them improve more effectively. I am interested in linguistics and second language acquisition, especially approaches that focus on communication and meaningful use of language rather than memorization. I also learn from classroom experience and try to improve my teaching step by step. I believe that learning a language takes time, practice, and the right environment. As a teacher, I see my role as supporting students to build confidence and use English naturally. I also try to encourage students to be more active and not afraid of making mistakes.
I hope to join VietTESOL to exchange ideas with other teachers, learn from different teaching experiences, and continue developing professionally in the field of English language education.
| Affiliate type | Vietnamese public school |
|---|