Speaker
Description
Critical thinking has become an essential skill in the field of English language teaching education, where teachers are expected not only to master the language but also to foster analytical and reflective skills in their students. This study explores pre-service TESOL teachers’ understanding and experiences with critical thinking during their teacher training at An Giang University. Adopting a qualitative case study approach, this research involved pre-service TESOL students using a narrative frame and in-depth interviews with eight participants. Data were collected through a narrative frame and in-depth interviews to highlight participants’ understanding, teaching experiences, and factors influencing critical thinking in their training programs. Furthermore, the findings indicate that most participants held a basic knowledge of critical thinking, often associating it with questioning, analyzing, and expressing independent opinions. However, their experiences applying critical thinking varied considerably, with many reporting limited opportunities to practice it in classroom settings. There are several factors that impacted their teaching activity, including facilitating factors: practice and habit of questioning; learning and teaching environment; student engagement; and exploring students’ knowledge, and hindering factors: limited formal preparation; instructional and curriculum constraints; and time or resources challenges. This study highlights the need for more explicit integration of critical thinking into TESOL curricula at the university level. It also suggests that teacher educators should model critical thinking strategies and create learning environments that encourage questioning and reflection. By equipping pre-service teachers with the understanding and practical tools to apply critical thinking, this research contributes to the growing body of literature on critical thinking in language teacher education. It offers practical implications for curriculum design, pedagogy, and policy in the Vietnamese context.
Biography
My name is Chung Thơ Thảo Vi, who is a dedicated pre-service TESOL teacher (Teaching English to Speakers of Other Languages) with a strong passion for language education and cross-cultural communication. Currently pursuing my professional development in the field of English language teaching, I actively engages in both theoretical and practical aspects of language instruction, aiming to make a meaningful impact on students’ academic and personal growth. With a keen ability to explore and assess learners’ language proficiency, I particularly skilled in designing responsive teaching strategies tailored to diverse classroom needs. I emphasize the integration of modern, student-centered teaching methodologies that foster engagement, critical thinking, and communicative competence. My approach reflect a belief in creating a dynamic, inclusive, and interactive learning environment where learners are empowered to take ownership of their language development. Bilingual in Vietnamese and English, and proficient in French, I bring a multicultural perspective to my teaching practice, valuing linguistic diversity and cultural awareness. I active involvement in international academic activities has further enriched my understanding of global educational trends, helping my stay current with the evolving demands of English language education.
I am not only academically inclined but also artistically expressive, with a love for singing and dancing. These creative interests enhance my classroom presence and help my connect with learners through a variety of engaging formats. My ability to blend creativity with pedagogy makes me an inspiring presence in any educational setting. Driven by a long-term goal to become a professional English teacher and a researcher in English language education, I am deeply committed to continuous learning and pedagogical innovation. My envisions contributing to both classroom practice and academic research, with a focus on learner development and effective teaching strategies in the TESOL field. With my enthusiasm, adaptability, and a strong foundation in educational theory and practice, I am poised to become a dynamic and impactful professional in the field of English language teaching.
