GROUP 4A
Anh Thu
I. PROFESSIONAL SKILLS I HAVE LEARNT FROM THE PRACTICUM
The practicum trip to the Naval Academy was a truly meaningful and enriching experience that contributed significantly to my development as an MA student and a future English language teacher. Through a series of academic and practical activities, I was able not only to apply theoretical knowledge in real contexts but also to develop a range of essential professional skills.
Analytical/ Assessment skills:
One of the most valuable skills I developed during the practicum was the ability to critically analyze and evaluate teaching practices. Insights gained from the workshop played an important role in shaping this perspective. Through the presentations and discussions, I realized that effective teaching is shaped not only by instructional methods but also by learners’ perceptions, contextual constraints, and the teacher’s identity in the classroom. In particular, I became more aware of how teaching approaches need to be aligned with students’ expectations and learning realities, as well as how language use and teacher positioning can influence classroom interaction. Furthermore, the sharing of context-specific challenges helped me better understand that teaching in specialized environments requires a high level of adaptability and sensitivity to institutional demands. These insights strengthened my analytical thinking and reinforced the idea that there is no one-size-fits-all approach to teaching.This broadened my understanding of teaching beyond surface-level techniques.
Building on these insights, our group conducted a seminar on Vocabulary Learning Strategies, with a strong focus on practicality rather than theoretical presentation. As the speaker of the seminar, I gained significant experience in organizing ideas, delivering content clearly, and maintaining audience engagement. I also learned how to adjust my language, tone, and explanation strategies to suit the learners’ level and learning context. Additionally, I approached peer observations during micro-teaching with a more critical lens. Rather than focusing solely on activities, I paid close attention to how instructions were delivered, how teachers interacted with learners, and how classroom challenges were managed. For instance, I noticed that unclear or overly complex instructions often led to hesitation among students. This reflects the importance of instructional clarity and scaffolding in facilitating learning. Overall, these experiences helped me develop a more reflective and evidence-based approach to evaluating teaching.
Planning skills:
The practicum also enhanced my ability to design and organize effective learning activities. In the seminar on vocabulary learning strategies, our group intentionally shifted from a theory-heavy approach to a more practical and learner-oriented design. Drawing on our findings that learners frequently rely on compensation strategies such as paraphrasing, we developed a step-by-step activity guiding students to explain unknown words using structured prompts like “Is it a thing, person, or place?” and “What is it used for?” . This approach allowed learners to actively engage with language and apply strategies in real time. To further reinforce learning, we incorporated an interactive game in which one student described a word while others guessed it. This not only increased engagement but also created opportunities for meaningful communication. Such design reflects the principles of Task-Based Language Teaching (TBLT), where language is learned through purposeful use. However, reflecting on the seminar, we recognized that the learning process could have been strengthened by adding more structured follow-up tasks, such as encouraging learners to reflect on which strategies they would adopt in their own learning. This would have promoted deeper learner autonomy and extended the impact of the session.
Similarly, in the micro-teaching lesson, we designed a progression of activities from controlled practice to freer communication, including tasks such as the “Fluency challenge” and “Find your partner’s ideal house” . These activities aimed to develop speaking fluency through interaction and align with the principles of Communicative Language Teaching (CLT). Nevertheless, due to limitations in time management, the freer practice stage was not fully realized. This experience highlighted that effective planning requires not only well-designed tasks but also realistic timing and prioritization of key learning stages.
Communication Skills:
Another significant area of development was communication, both in terms of instructional delivery and teamwork. As one of the speakers in the seminar, I was responsible for presenting ideas clearly and maintaining audience engagement. For example, when guiding learners through the paraphrasing activity, I used simple, structured questions to scaffold their responses. This reflects the principle of scaffolding, where learners are supported through manageable steps.
At the same time, the experience revealed areas for improvement. In some instances, my explanations and instructions were not sufficiently adapted to the learners’ level, which led to the need for additional clarification. This highlighted the importance of using concise, accessible language and checking understanding more effectively in real classroom situations.
In terms of group communication, the practicum required continuous collaboration across all stages, from preparation to implementation. Through regular discussion and negotiation, I learned to express ideas more clearly, listen actively to others, and coordinate tasks effectively. This collaborative process reinforced the importance of interaction and shared responsibility in achieving common goals.
Cultural competency skills:
The practicum also deepened my awareness of the importance of context in teaching. The Naval Academy represents a highly structured and disciplined learning environment, which significantly influenced classroom dynamics. For example, the cadets demonstrated strong concentration and active participation, particularly during speaking activities in both the seminar and micro-teaching sessions.
Recognizing these characteristics, our group adapted our teaching approach by designing structured and goal-oriented tasks that aligned with the learners’ learning style. This reflects the principle of contextualized teaching, where instruction is tailored to the specific needs and environment of learners. However, this experience also suggested that future lessons could be further improved by incorporating more context-specific content, such as naval-related topics, to enhance relevance and engagement.
Leadership skills:
Throughout the practicum, I developed leadership skills through both responsibility and Throughout the practicum, I also developed important leadership skills, particularly in terms of adaptability and responsibility. During the seminar preparation, our group initially encountered difficulties due to misunderstandings of the task requirements. Instead of focusing on these challenges, we worked collaboratively to reorganize our ideas and adjust our approach based on feedback from our supervisor.
Similarly, during the micro-teaching session, time pressure required us to adapt quickly and support one another to ensure the lesson could be completed effectively. This experience emphasized that leadership in educational settings involves not only guiding others but also remaining flexible, responsive, and supportive in dynamic situations.
II. CHANGE IN BEHAVIOR AND PERCEPTION
The practicum led to noticeable changes in both my behavior and perception as a future educator.
In terms of behavior, I became more proactive and responsible in group work. Taking on the role of a speaker further strengthened my confidence and sense of responsibility, as I needed to engage learners and facilitate their understanding effectively.
More importantly, my perception of teaching has evolved significantly. I now understand that teaching is not simply about delivering content, but about making informed decisions in response to learners, context, and classroom dynamics. The experience also highlighted the gap between planning and actual teaching. While our lesson plan was carefully designed, the real classroom required flexibility, especially in managing time and adjusting explanations to suit learners’ levels.
In addition, working collaboratively throughout the practicum reshaped my view of teamwork. I realized that effective collaboration goes beyond task division; it involves continuous communication, mutual support, and shared responsibility for outcomes.
Finally, teaching in a specialized environment such as the Naval Academy gave me a deeper sense of respect and purpose. Teaching in a specialized and disciplined environment like the Naval Academy challenged me to step out of my comfort zone and rethink my teaching approach. The cadets’ discipline and learning attitude reminded me that teaching carries both educational and social significance. I became more aware of the need for flexibility, contextual sensitivity, and practical relevance in my teaching. n addition to the academic components, the extracurricular activities also left a deep emotional impact on me. The most memorable experience was visiting the Lê Quý Đôn (286) sailing training ship, the only military sailing ship of the Vietnam People’s Navy. Watching the documentary and listening to the officers share their personal experiences made me feel deeply moved. Their dedication, sacrifices, and passion for their work fostered in me a strong sense of respect and appreciation. This experience not only enriched my cultural understanding but also reinforced my awareness of social responsibility, an essential element of professional identity and leadership.
While I believe I made meaningful contributions to my group, I also recognize areas for further improvement, particularly in time management, instructional clarity, and anticipating learners’ needs. More importantly, I have developed a more reflective, adaptable, and context-aware approach to teaching, which will guide my future professional practice.
In conclusion, this practicum was an invaluable experience that I will always cherish. It not only enhanced my professional skills - including analytical, planning, communication, cultural, and leadership competencies - but also deepened my self-awareness and professional identity. I am truly grateful for this opportunity and for the support from my lecturers, peers, and the Naval Academy, all of which made this journey both meaningful and impactful.