VietTESOL International Convention 2026

Abstract
In many low-resource educational settings, English continues to be positioned primarily as an examination subject rather than as a medium for authentic communication. This mismatch often produces learners with grammatical knowledge but limited oral fluency and low willingness to communicate. International scholarship in Communicative Language Teaching and Task-Based Language Teaching emphasizes that meaningful interaction, repeated exposure, and contextualized practice are central to second language development (Brown, 2007; Ellis, 2003). Vietnamese studies have likewise identified restricted communicative opportunities, particularly in rural and disadvantaged schools. Addressing this gap, the present study proposes “From Classroom Language to Everyday Communication,” a context-responsive 5-step model that converts daily classroom routines into sustained communicative practice.
The model comprises (1) Teacher Language Input, (2) Guided Practice, (3) Routine Interaction, (4) Student-led Communication, and (5) Real-life Transfer. Implemented over a ten-week period in a low-resource secondary school, the intervention embedded English into greetings, attendance, requests, transitions, pair exchanges, and short reflective tasks. A mixed-methods approach was employed through classroom observations, speaking performance assessments, and learner feedback.
Findings indicated measurable gains in participation rates, speaking confidence, response fluency, and spontaneous classroom English use. The results showed measurable improvements in participation rates, speaking confidence, response fluency, and spontaneous use of English in the classroom. The findings indicated that frequent and meaningful language exposure can enhance communicative competence, while also demonstrating its feasibility in resource-limited Vietnamese contexts.