Speaker
Description
Improving willingness to communicate (WTC) has received great attention from second language teachers and educators, as it is the threshold to actual communicative behaviors. Grounded in Task-Based Language Teaching and mindfulness-based intervention theories, this quasi-experimental study evaluates the effectiveness of an innovative Mindfulness-Integrated Task-Based Language Teaching (MIT) approach. The intervention was implemented within a six-week English course with 34 Vietnamese fifth-graders. Data were collected through a willingness-to-communicate questionnaire, classroom observation, and student interviews. The findings showed that students’ willingness to communicate increased significantly after the intervention. Observation data from five selected students also suggested that stronger communicative intention during the intervention was followed by more frequent communicative behavior at the end of the course. Students’ perspectives further revealed that teacher support, peer cohesiveness, and task orientation helped them feel more comfortable, engaged, and ready to speak English. The study offers a classroom-based pedagogical response to Vietnam’s need for more communicative English learning. It suggests that integrating mindfulness into task-based instruction can help teachers create safer and more supportive conditions for young learners’ English communication.
Biography
I approach my work as an EFL Instructor and Mindfulness Educator with a spirit of service and a commitment to lifelong learning. As a student myself, I am currently pursuing a Master of Arts in English for Professional Development at Mae Fah Luang University to better serve my learners. Guided by a deep belief in the power of mindfulness, gratitude and Social Emotional Learning (SEL), I have sought to deepen my teaching practice through studies with Arizona State University and the Greater Good Science Center. I have been fortunate to collaborate with organizations like Teach For Vietnam, where I had the privilege of co-creating an integrated skills curriculum verified by the University of Pedagogy Ho Chi Minh City. Throughout my journey, I have felt honored to support the growth of hundreds of young learners as they navigate their own language paths. Whether I am facilitating international teacher exchange projects or organizing community-based English fairs, my focus remains on fostering an environment where students feel empowered and motivated. I strive to bring a gentle presence to my classroom, helping my students bridge the gap between linguistic proficiency and emotional well-being.
| Affiliate type | Others |
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