Speaker
Description
In the context of Vietnam’s national project to promote English as a second language in schools by 2035, English-medium instruction (EMI) has been increasingly implemented in primary education to increase students’ exposure to English through academic subjects. However, limited research has examined how to effectively teach abstract concepts while simultaneously enhancing young learners’ oral communicative competence in EMI settings. This study aims to investigate the effectiveness of a multimodal approach integrating embodied modes, disembodied modes in improving students’ engagement and speaking performance. A quasi-experimental design was employed in both a public school and a private school, involving an experimental group (N=43) and a control group (N=40). The intervention was developed following the ADDIE model and was implemented through dynamic assessment and oral presentation tasks. Descriptive statistics (independent t-test and paired t-test) revealed that students in the experimental group significantly outperformed the control group in terms of speaking performance. The findings suggest that the multimodal approach, particularly embodied modes, can effectively enhance student engagement and oral fluency in EMI contexts, offering practical implications for the design of multimodal EMI lessons in primary education. The study contributes to the limited body of research on multimodal approaches in primary EMI contexts and highlights the critical role of embodied learning in facilitating students’ understanding of academic subjects, as well as the interplay between physical actions and cognitive processes in the EMI learning contexts in Vietnam.
Biography
Bích Ngọc grew up in a small village outside Hanoi, where she had limited opportunities to develop her English speaking skills. Driven by a strong passion for English, she earned both a bachelor’s and a master’s degree in English linguistics from Hanoi Open University.
Throughout her academic journey, she received four university scholarships, achieved the “Student with Five Good Criteria” award, and participated in university-level research projects for three consecutive years. She also authored a research article on teaching methodologies published in ISEE (2024), and holds TESOL, pedagogical, and Jolly Phonics certifications.
In her teaching practice and research, she emphasizes authentic English use, encouraging students to explore knowledge beyond Vietnam rather than focusing solely on academic scores. In addition to teaching at various centers and schools, she is also a content creator, producing English-learning videos that have reached thousands of viewers and support young learners in engaging with English in an enjoyable and effective way.
Known for her energy, creativity, and dedication to education, she is committed to inspiring students to love English and become confident global communicators.
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