Speaker
Description
Test preparation is a major concern in Vietnam’s EFL classrooms, particularly in intensive English programs (IEPs) where proficiency exams are used to assess linguistic competence. Traditional test-prep approaches often rely heavily on teacher-generated materials, resulting in high workload for educators and limited learner autonomy. This presentation introduces a practical, student-centered model for sustainable test preparation that leverages group-based project work and coursebook content.
The approach tasks students with co-creating Aptis-style reading, writing, listening, and speaking tasks in small collaborative groups. Drawing directly from textbook chapters and class readings, students use familiar material to analyze real Aptis tasks, generate their own versions, and facilitate peer-led practice sessions. Rather than passively consuming practice materials, they actively engage with course content through the lens of test design. These projects encourage deeper task awareness, strengthen collaboration and critical thinking skills, and significantly reduce teacher preparation time.
Drawing on real classroom implementation in a university IEP context, the presenter will share specific steps used to scaffold these projects, including task modeling, group role assignment, and peer feedback cycles.
Participants will gain insight into a low-cost, high-engagement model that reinforces textbook learning while building test readiness. The session concludes with practical takeaways and recommendations for integrating group-designed, coursebook-based assessment activities into regular test-prep routines.
Biography
Ryan Elliott is an experienced TESOL educator with over eight years of professional practice across four countries. He currently works as a Global Competencies Lecturer at Greenwich University in Đà Nẵng, Việt Nam, where he plays a key role in the Intensive English Program.
His pedagogical approach emphasizes communicative competence, learner autonomy, and the integration of student-centered group tasks that foster collaboration and active learning. Ryan's ongoing work reflects a commitment to both practical classroom effectiveness and broader educational development within international and intercultural contexts.
