​Academic inputs for the practicum

Looking back on our practicum journey, we realized that our ability to design lessons, conduct themicro-teaching, and present at the seminar did not emerge overnight. Rather, it was the result of continuous learning and academic preparation throughout our M.A. TESOL program at the Faculty of English Linguistics and Literature. Each course we completed contributed meaningfully to shaping our professional identity and equipping us with the knowledge and skills necessary for real classroom practice.

Our journey began with Introduction to TESOL, where Dr. Nguyen Dang Nguyen and Dr. Vo Thi Nu Anh guided us in understanding what it means to become a TESOL professional. Their emphasis on adaptability, lifelong learning, and stepping beyond our comfort zones deeply influenced our mindset. We particularly remember how Dr. Nguyen Dang Nguyen encouraged us to immerse ourselves in authentic English-speaking environments and embrace new learning experiences. These early lessons helped us approach the practicum with openness, flexibility, and a willingness to learn from both successes and challenges.

When preparing our micro-teaching lesson, Speaking: “Your Favourite Subject”, we found ourselves drawing heavily on knowledge from Advanced Teaching Methodology, Syllabus Design and Materials Development, Language Assessment, and Technology-Assisted Language Learning. These courses helped us design a structured, learner-centered lesson that incorporated Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT). As we planned activities such as vocabulary scaffolding, guided role-plays, peer feedback, and the “Subject Twin” survey, we realized how theory gradually transformed into practical teaching decisions.

The lesson itself reflected many pedagogical principles we had learned. For example, the progression from controlled speaking to freer communicative tasks was inspired by our understanding of scaffolding and communicative competence development. Designing interactive activities also reminded us of Dr. Tran Thị Minh Phuong’s emphasis on meaningful communication and Dr. Nguyen Thi Hong Tham’s focus on learner-centered instruction. Through this process, we gained a deeper appreciation of how theoretical knowledge supports effective classroom practice.

Our academic foundation was further strengthened by several other courses. Dr. Pho Phuong Dung’s course on Second Language Acquisition helped us understand learners’ cognitive and affective needs, which guided us in providing supportive scaffolding during speaking activities. Meanwhile, English Linguistics, taught by Dr. Nguyen Thi Nhu Ngoc, enhanced our awareness of vocabulary selection and collocations, which influenced our vocabulary-focused activities. Additionally, Dr. Tran Thi Van Hoai’s Intercultural Communication in Language Teaching course helped us foster an inclusive and supportive classroom environment, while the Discourse Analysis course of Dr. Nguyen Thi Kieu Thu improved our understanding of organizing coherent spoken responses.

For our seminar titled “A Practical Framework for Enhancing English Listening Comprehension through Dictation”, we relied heavily on insights gained from Issues in Language Teaching and Learning, taught by Dr. Vo Thi Nu Anh and Research Methods 1 & 2 with the instruction of Dr. Le Hoang Dung and Dr. Nguyen Thi Hong Tham. This course helped us critically examine current challenges in listening instruction and develop a research-informed framework. As we explored dictation as a pedagogical tool, we realized how theory, research, and practice intersected. The process of reviewing literature, designing a practical framework, and conducting a demonstration allowed us to experience firsthand how research-informed teaching can enhance classroom effectiveness. More importantly, preparing for the seminar strengthened our ability to bridge theory and practice. We reflected on how dictation could support bottom-up listening skills, enhance phonological awareness, and promote learner autonomy. These insights not only enriched our seminar presentation but also broadened our perspective on listening instruction.

Overall, the practicum became a meaningful opportunity for us to apply the academic knowledge we had accumulated throughout our M.A. program. It allowed us to transform theoretical understanding into practical teaching skills, deepen our professional awareness, and grow as reflective practitioners. Through this experience, we realized that our academic journey had prepared us not only to teach but also to continue learning and developing as future TESOL educators.