Group Reflection

2 Universities & 1 Academy

I. Description of the institution’s vision-mission statement

1. About Thai Binh Duong University

Thai Binh Duong University, located on the central coast of Nha Trang, Vietnam, was founded on December 31, 2008, as a result of the Prime Minister's decision number 1929/QĐ-TTg. As a cutting-edge, dynamic, and forward-thinking private university, TBD University takes pride in setting the standard for liberal education philosophy implementation in its teaching and learning methodologies through the creative 5T model: Empathy (Thấu cảm), Giving Rights (Trao quyền), Comprehensiveness (Toàn diện), Real Learning (Thực học), and Interactivity (Tương tác).

1.1 Core value

At TBD, the academic team is committed to pursuing the five core values across all their actions and decisions:

Integrity: Kindness and honesty must be practiced at all times, either in words or in action.
Academic Freedom: The scope of academic inquiry and research must be expanded.
Respect for Individual Differences: All individuals must be treated with truth, dignity, righteousness, fairness, and morality.
Responsibility: Each individual must assume their own responsibility for their choices, decisions, and actions.
Innovation: Each creative solution is supported.
Harmony: All necessary factors are taken into consideration prior to any decision-making process.

1.2 Mission

With the goal of preparing its students to become self-sufficient, capable, and independent people who can adjust to their socioeconomic surroundings and eventually become global citizens, Thai Binh Duong University seeks to teach and develop knowledge. These people will support broader, sustainable social and local development.

1.3 Vision

Thai Binh Duong University hopes to become a globally recognized educational hub in the next five years (2020–2025), with a faculty of distinguished educators and a bright student body. In addition, the university promotes academic freedom, responsibility, innovation, harmony, respect for individual differences, integration, and innovation in education.

2. About Naval Academy

Initially called the Coastal Training School, the Vietnam Naval Academy was founded in 1955 by the General Staff. The Naval Officers School was renamed in 1967, the School of Commander Naval Engineering in 1980, the Naval Training School in 1959, the Naval School of Vietnam in 1961, and the Naval Academy in 1993. One of the military academies in Vietnam under the Vietnam People's Navy, the Academy is essential in providing undergraduate and graduate military education as well as training naval commanding officers at the division and tactical/campaign levels.

2.1 Core values

The Naval Academy upholds the following core values in all its endeavors:

Integrity: Adherence to the highest standards of honesty and ethical conduct in all actions.
Excellence: Commitment to achieving the highest levels of performance and continuous improvement.
Discipline: Strict adherence to military standards and regulations, fostering a sense of order and responsibility.
Leadership: Developing strong leadership qualities to guide and inspire others in various naval operations.
Innovation: Encouraging creative problem-solving and the adoption of advanced technologies and methods in naval training and operations.
Patriotism: Instilling a deep sense of duty and loyalty to the nation and its maritime interests.

2.2 Mission

The Naval Academy's mission is to provide its cadets with comprehensive naval education and training so they have the leadership qualities, knowledge, and skills needed for naval operations. The Academy's goal is to produce officers who can lead and oversee naval forces with effectiveness in both peaceful and hostile environments. It works to instill in its cadets a culture of innovation, excellence, and discipline in order to equip them to handle the demands of contemporary naval combat and support Vietnam's security and defense.

2.3 Vision

The Vietnam Naval Academy wants to be a premier naval education and training center, known for producing exceptionally qualified and informed naval officers. By developing close relationships with other naval academies across the world and incorporating international best practices in naval training and education, the Academy hopes to improve its standing internationally over the course of the next ten years. The Academy hopes to produce strategic leaders who can support international maritime cooperation and national security in addition to skilled naval officers.

II. Application of TESOL/ELT knowledge

1 Workshop

SESSION 1:
USING CORRECTIVE FEEDBACK IN SPEAKING PRACTICE

Presenter: Hồ Quang Dương Doãn
This session highlighted the importance of corrective feedback in improving speaking skills. The case study from an English language center provided practical insights and demonstrated the positive impact of timely and constructive feedback on learners' speaking abilities. I found the discussion on different types of feedback and their applications particularly useful.

Application: In our own teaching practice, we plan to implement more structured corrective feedback sessions. For example, after each speaking activity, I will provide specific, constructive feedback focusing on areas such as pronunciation, fluency, and grammar. This will help students understand their mistakes and learn how to correct them effectively.

SESSION 2:
BILINGUAL IDENTITY OF ETHNIC MINORITY EFL STUDENTS

Presenter & Author: ThS. Nguyễn Lê Kim Khánh
This presentation offered a deep dive into the complex identity issues faced by ethnic minority students learning English. It was enlightening to see how language learning intertwines with cultural identity and how educators can support students in navigating this duality. The emphasis on personal narratives added a human touch to the theoretical concepts.

Application: To support bilingual students, we will incorporate more culturally relevant materials into my curriculum. This includes literature, media, and examples from the students' own backgrounds, helping them connect more deeply with the learning material and fostering a sense of belonging.

2 Micro-teaching

From the class observation, we speculated that level of our students could be low and they could be the passive learners who require a lot of effort from teachers to engage them in the lesson. Although this prediction has been made right from the lesson plan step, the lesson plan was made less complex to fit the class in which the students can show their language ability and become more active.

In terms of the tasks in the textbook, we evaluated that it is not feasible to fulfill all of those tasks with the time frame. During our micro-teaching session, we adapted several tasks from the course book to better align with our students' proficiency levels and to enhance their engagement and enjoyment. According to Harmer (2007), adapting materials to meet students' needs is a crucial aspect of effective teaching. For instance, instead of the standard pre-speaking task of introducing the concept of feedback through reading and discussion, we transformed it into an interactive "Sit and Stand" game. This gamification of the activity not only made it more fun but also encouraged active participation, which is essential for language learning as emphasized by Wright, Betteridge, and Buckby (2005). Additionally, we simplified Task 4 by providing handouts with blanks to fill in, rather than having students answer questions directly from the text. This scaffolding technique, supported by Vygotsky's (1978) Zone of Proximal Development, allowed students to engage with the material at a manageable level, thereby fostering a sense of achievement and confidence.

For the role-playing activities, cue cards were distributed to guide students through their speaking tasks. This approach aligns with Harmer's (2015) suggestion that providing structured support can help lower anxiety and promote more effective language use. Furthermore, incorporating an online platform for sharing opinions offered a less intimidating environment for students to express themselves, thereby reducing shyness and encouraging more open communication, as suggested by Warschauer (1996). These adaptations not only made the activities more accessible but also more enjoyable, ultimately leading to a more effective learning experience.

3 Seminar

On this trip to Nha Trang City, we embarked on a significant educational mission to the Vietnam Naval Academy. This visit aimed to share effective English learning tips and experiences, which applied our TESOL knowledge to enhance the language proficiency of naval officers. Reflecting on this initiative reveals its profound impact on both the TESOL students and the naval cadets, which highlights the synergy between language education and military training.

Our visit aligns seamlessly with the Academy's vision. English, being the lingua franca of the maritime industry, is indispensable for naval officers who often engage in multinational missions and collaborations. By sharing our insights and strategies for effective English learning, we contributed to the professional development of the naval cadets, equipping them with essential communication skills. This exchange of knowledge underscores the importance of language proficiency in achieving the Academy's strategic objectives.

One of the key aspects of the visit was the application of TESOL/ELT methodologies tailored to the specific needs of the naval cadets. We employed differentiated instruction techniques, recognizing the varied proficiency levels among the cadets. This approach ensured that each cadet received appropriate challenges and could participate meaningfully in the learning process. By designing activities that catered to different levels of language proficiency, the TESOL students effectively supported the cadets' learning journeys.

Moreover, the visit facilitated a rich exchange of cultural and educational perspectives. We shared our own experiences and challenges in learning English, creating a relatable and motivational environment for the cadets. This cultural exchange fostered a deeper understanding and appreciation of diverse learning contexts, reinforcing the global nature of naval operations and the importance of cross-cultural competence.

The collaboration between the TESOL students and the naval cadets also highlighted the application of TESOL knowledge in real-world settings. We demonstrated practical strategies for vocabulary acquisition, listening comprehension, and speaking fluency, which are critical for effective communication in naval operations. Through interactive workshops and hands-on activities, the cadets were able to practice and refine their English skills in a supportive and engaging environment.

Reflecting on this initiative, it is evident that the visit had a transformative impact on both the TESOL students and the naval cadets. For us, MATESOL students, it provided a unique opportunity to apply our theoretical knowledge in a practical setting, enhancing our teaching skills and cultural competence. For the naval cadets, the exposure to effective English learning strategies boosted their confidence and proficiency.

In conclusion, our seminar conducted at the Vietnam Naval Academy in Nha Trang City represents a meaningful convergence of language education and military training. By sharing effective English learning tips and experiences, we contributed to the Academy's vision of producing exceptionally qualified and informed naval officers. This initiative not only enhanced the cadets' language skills but also fostered international collaboration and cultural exchange, aligning with the Academy's goals of improving its global standing and supporting international maritime cooperation.