VietTESOL International Convention 2026

This study shares an ongoing classroom practice that aims to maximize students’ speaking opportunities during English skills lessons for a Grade 7 class of 24 students at a private school in Hanoi, Vietnam. In many Global Success lessons, students often spend most of the class time completing reading and listening tasks, so there is not much time left for interaction or speaking practice. To address this issue, the author redesigns several skills lessons using flipped learning and multimodal task-based activities. Before class, students complete small guided activities based on the reading texts at home, including vocabulary preparation and comprehension tasks. In class, more time is spent on collaborative speaking activities such as discussions, problem-solving tasks, and mini projects connected to real-life situations. During group work, students are encouraged to use artificial intelligence tools to create simple images or visual support for their ideas and upload their work to Padlet before presenting to the class. The lessons also create a more multimodal learning environment where students communicate through speaking, visuals, digital sharing, and group presentations. Based on flipped learning and task-based language teaching principles, this study explores students’ engagement, classroom interaction, and perceptions of the learning experience rather than speaking performance scores. The study employs a qualitative research methodology by mainly drawing on classroom observations, questionnaires, and reflective feedback collected across three redesigned skills lessons. Early classroom observations show increased student participation, collaboration, and willingness to communicate in speaking activities. The study hopes to provide practical ideas for teachers who wish to transform traditionally input-focused skills lessons into more interactive and student-centered learning experiences.