As a group...
During our practicum at Foreign Trade University (FTU) in Hanoi, we participated in three core activities, namely micro-teaching, an academic workshop, and a seminar presentation. These experiences provided a comprehensive platform for us to integrate and apply TESOL/ELT knowledge in real-world academic settings. The practicum not only strengthened our instructional strategies and classroom management skills through direct teaching but also enhanced our academic communication, collaboration, and event organisation abilities. Each phase - from designing lesson plans and teaching to developing seminar content and coordinating workshop logistics - required us to engage deeply with both theoretical frameworks and practical challenges. We learned to work cohesively as a group, solve problems creatively, adapt to new institutional norms, and maintain professionalism in diverse roles. This holistic engagement with both academic and organisational tasks contributed significantly to our development as reflective, student-centred educators capable of navigating dynamic teaching and learning environments.
Our practicum began with the micro-teaching component, which gave us the opportunity to further develop and apply TESOL/ELT knowledge in an authentic academic context at the ESP Faculty of Foreign Trade University. After we had accumulated years of teaching experience, this practicum encouraged us to revisit and critically apply foundational theories from a more research-informed perspective. Before our micro-teaching session, we observed a real ESP class, which gave us useful insights into students’ needs and the actual classroom context. Working with a class of 36 university students, we designed our lesson plans based on Bloom’s Taxonomy, ensuring that learning objectives moved from lower-order thinking skills such as remembering and understanding, to higher-order skills like analysing, evaluating, and creating. This structured approach allowed us to align the lesson content with the students' cognitive development and gradually build toward more complex, real-world tasks. To meet the course’s professional focus, we implemented a combination of Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT). These methodologies were central to a major project in which students worked in four groups to develop and pitch a product for a simulated Shark Tank FTU gameshow. Alongside the project, we integrated key business concepts and communication strategies into our lessons. Terms such as 'pull' and 'push,' commonly used in marketing and supply chain contexts, were introduced through real-life business scenarios and case-based discussions to help students understand their practical relevance. Additionally, we guided students in developing the soft skill of expressing disagreement diplomatically in business interactions - an essential technique in professional negotiation and communication. Activities such as role-plays and sentence-completion tasks were used to help students maintain politeness and clarity without shutting down dialogue, reinforcing the importance of cultural appropriateness in business English. We also employed formative assessment strategies throughout the lessons to support continuous learning and student involvement. One key technique was peer feedback, particularly during project presentations, where students were invited to observe, evaluate, and reflect on each other's work using established criteria. This process enhanced learners’ critical thinking, promoted peer interaction, and encouraged self-directed improvement. Moreover, by creating opportunities for both content learning and interpersonal communication, we were able to foster a classroom environment that emphasised collaboration, authenticity, and practical language use.
As part of the practicum program, we also engaged in academic development activities by participating in both a workshop and a seminar hosted at FTU. We submitted abstracts for two separate events: the workshop titled “Factors Affecting EFL Students’ Willingness to Communicate During Class Sessions” and the seminar titled “Effective Note-Taking for English Learners”. Although our group’s abstract was not selected for presentation at the workshop, we were still actively involved in its organisation, working closely with FTU to ensure the event’s success. Each member in our group took on different responsibilities, including serving as an MC, managing technical support, and documenting the event through photography. This hands-on experience gave us valuable insights into academic event coordination and helped us develop essential soft skills such as teamwork, adaptability, and attention to detail. Our collective efforts contributed to the smooth running of the workshop and helped create a professional and engaging environment for all participants. Meanwhile, our seminar abstract was selected for presentation, and we delivered a 35-minute session consisting of a 20-minute talk, a 15-minute practice activity, and a 10-minute Q&A. The seminar focused on Listening-Based Note-Taking, using a TED-Ed video titled “How love changes your brain” as the input material. Before the video, we distributed handouts to guide participants in capturing key information and summarising the content. After the viewing, one volunteer shared her notes, prompting discussion and reflection. During the Q&A, we addressed insightful questions from both FTU lecturers and students, which led to an enriching exchange of perspectives on practical strategies for developing note-taking skills in English learning. Throughout this process - from topic selection and material development to presentation and audience engagement - we collaborated closely and harmoniously as a group. We resolved differences of opinion constructively, adapted flexibly to last-minute changes, and demonstrated strong teamwork skills. This dual engagement - not only in presenting but also in organising - enhanced our academic communication and public speaking skills, deepened our understanding of professional collaboration, and allowed us to grow both personally and professionally, while adapting to FTU’s institutional culture and contributing meaningfully to its academic community.
Reflecting on the overall practicum, we found it to be a highly rewarding and transformative experience. This practicum allowed us to deepen our understanding of how TESOL theories can be adapted and applied effectively in higher education, particularly within ESP settings. It reinforced the importance of designing communicative and meaningful tasks that align with learners’ academic and professional goals. In addition to classroom teaching, our participation in a workshop and a seminar further enriched our professional development. These academic activities provided valuable opportunities to engage with peers, faculty, and students and to share research-informed practices in English language education. By translating theory into real-world classroom practice and academic discourse, we not only refined our teaching strategies but also grew as reflective, student-centred practitioners. The experience was both challenging and rewarding, offering valuable insights into how to better meet the needs of specialised learner groups through informed, purposeful pedagogy.
As an individual...
1.
Student’s name: NGUYEN NGOC TUYET ANH
Student’s code: 23814011102
Class: MA TESOL 2023A
My practicum at Foreign Trade University (FTU) was not only a milestone in my MA TESOL journey, but also a deeply personal and unforgettable experience. It was my very first practicum trip, and just as meaningfully, my first visit to the historic capital city of Hanoi. This journey turned out to be a beautiful combination of professional growth and personal discovery. Before the trip, I felt a wave of excitement and curiosity, mixed with slight nervousness. I got to see Ha Noi not just as a wide-eyed tourist, but also as a student teacher stepping into the role of a future lecturer, and as a proud member of my beloved 3A team. Wearing these different hats allowed me to explore the city through multiple lenses. That richness of perspective gave me insights I never expected and left me with lasting memories. One of the most valuable skills I developed was the ability to assess teaching both critically and constructively. Through observing peer microteaching and completing class observation sessions, I learned to move beyond passive watching to active, purposeful observation, carefully noting what worked well and what could be improved. I paid close attention to factors like clarity of instructions, use of materials, student engagement, and lesson pacing. This process helped me recognize patterns of effective teaching and build confidence in analyzing lesson design and delivery. Along the way, I also sharpened my pedagogical thinking, learning to consider not only what happened in a lesson, but why it happened and how it might be enhanced. Designing our lesson plan deepened my understanding of how important it is to align lesson aims with learners’ needs while managing tight time constraints. It also became a clear reminder that planning should always leave room for flexibility and quick adjustments when things don’t go as expected. The week leading up to the practicum truly tested our group’s planning and organizational skills. Balancing full-time teaching jobs alongside practicum demands forced us to become more efficient in how we worked. From this, I learned that effective planning is really about anticipating challenges, building in space for feedback, and staying adaptable. During my micro-teaching session, even though I had already trimmed most of my lesson plan to focus on the essential parts, I ended up going over the allotted time. I got so caught up in my teaching flow that I lost track of time, spending too long on one stage. This not only disrupted the schedule but also put unexpected pressure on my teammate who had to follow. I felt genuinely disappointed and embarrassed for causing that stress. Looking back, this experience showed me that my planning skills still need work. It reminded me that lesson planning is about more than delivering content well, it’s about managing time thoughtfully to keep the whole session running smoothly. I realized how easy it is to get absorbed in the moment and lose sight of the bigger picture, especially in a collaborative environment where others depend on you. From now on, I’m committed to planning realistic timings for each part of a lesson and staying flexible enough to adjust on the spot. More importantly, I’ve come to see that teaching is as much about communication and respect for peers as it is about students. Managing time well is a key part of both effective teaching and teamwork. Beyond the classroom, helping to coordinate events like the workshop, seminar, and gala pushed me to collaborate closely with others, solve problems under pressure, and remain adaptable. Seeing our ideas come to life, especially during the gala, was incredibly rewarding and reinforced how strong preparation and teamwork lead to meaningful outcomes. Most importantly, I learned that planning is never a solo effort. It was this shared responsibility that ultimately turned our preparation into success. Effective communication and strong interpersonal bonds among teammates were both rewarding and challenging during the trip. Collaborating with peers from diverse backgrounds taught me that communication requires not only clarity but also emotional intelligence, timing, and flexibility. I learned to adjust my communication style and recognize the right moments for mutual exchange based on context and people involved. For instance, a sincere apology at the right time helped ease tensions. However, I also faced difficulties expressing myself clearly and managing group tensions under stress. These challenges encouraged me to reflect and grow. I realized that strong communication skills are not innate but developed through continuous practice and thoughtful reflection. In contrast, within the classroom setting, I felt more at ease. There, I focused on refining my instructional language to be more student-centered and on using active listening to better respond to learner needs. Finally, outside of academic and peer interactions, the warm gestures and heartfelt support from FTU staff reminded me of the value of kindness and empathy. Their hospitality not only eased my initial anxiety but also deepened my belief in the power of thoughtful communication in building trust and community. Although I only taught for a brief time, just one or two class periods, this experience in Hanoi significantly deepened my understanding of local educational and cultural dynamics. As a Vietnamese from the South, I was familiar with our shared traditions, but working with students from the North revealed meaningful regional nuances. Unlike previous micro-teaching sessions at my university, this practicum involved real learners, which made the experience more authentic and insightful. My lesson focused on communication skills, specifically the “pull” and “push” influencing styles. Teaching this concept highlighted how subtle cultural differences could shape students’ engagement and interpretation. Their reactions pushed me to adapt my language and examples on the spot, helping me become more responsive and flexible. I also gained a deeper appreciation for classroom values such as respect for authority and group harmony. Silence, which I had once interpreted as disengagement, now seemed like a sign of reflection or politeness. This taught me to read non-verbal cues more carefully. Beyond the classroom, immersing myself in Hanoi’s everyday culture, from street food to historic landmarks, further expanded my perspective. The experience reinforced that language teaching is not just academic, but also a process of cultural learning. Although I didn’t take on a formal leadership role during the practicum, I learned that leadership can also mean leading yourself. Balancing this intensive preparation with my tight schedule required strong self-discipline, and time management. I had to push myself to stay organized, meet deadlines, and keep a positive attitude despite moments of stress and exhaustion. In this sense, I practiced self-leadership which is taking responsibility for my role and holding myself accountable even when no one was watching. At the same time, I was fortunate to be part of a wonderful team. Our leader, Thuy, was especially inspiring - caring, committed, and dependable. Her calm and thoughtful guidance made a big difference, helping me stay grounded and motivated. I truly appreciated the support and collaboration from every teammate in group 3A. Observing how they communicated, delegated tasks, and lifted each other. This experience allowed me to understand leadership skills through a different lens. It taught me that leadership is not only about directing others but also about leading yourself and collaborating with your team through consistency, and empathy. Taking part in the workshops was one of the most thought-provoking parts of the practicum. They introduced me to fresh, relevant topics in ELT, like the use of AI in language teaching, which I found both timely and eye-opening. These discussions sparked my curiosity again and reminded me why I care about this field. They also helped me bounce back from a recent personal setback, showing me that growth often comes through navigating challenges, not avoiding them. Our team also led a seminar on note-taking strategies. Preparing for this event demanded collaboration, creativity, and a strong focus on learner needs. But when we saw how many students showed up and how actively they joined the discussion and demo part, it felt incredibly rewarding. It reminded me that some of the best learning moments come from working together with care and shared purpose. Reflecting on this practicum, I see a clear shift not only in my behavior but also in my mindset. Initially, my focus was on performing well, gaining experience and achieving a satisfactory score. But as the practicum unfolded, I began to care more about the people around me, their growth, struggles, and our shared accomplishment. I felt less like a student completing a task but more like a member of a supportive professional community. My perception of teaching also changed. In the beginning, I focused on controlling the lesson and covering the material, but I learned that effective teaching is dynamic and responsive. It involves noticing student reactions, adjusting strategies, and embracing moments of imperfection. I also cultivated a deeper appreciation for teamwork. While I once preferred working alone for efficiency, I now understand the value of collaboration. The outcomes of our group efforts were richer and more rewarding. One of my favorite memories is from the gala night, seeing everyone—teachers, students, and guests—enjoying an event we had built together. That moment, full of joy and connection, is something I will treasure. Throughout the trip, the kindness of the people I met inspired heartfelt gratitude. The warmth and generosity of the FTU lecturers made me feel welcomed and valued. I am truly grateful to my instructors at my home university who generously dedicated their valuable time, worked closely with us with great kindness, and provided dedicated support throughout my journey. Their guidance reminded me of the importance of fostering welcoming and supportive environments for my own future students. In conclusion, my practicum at FTU was more than an academic requirement, it was a transformative journey of learning, reflection, and connection. I return with stronger skills, deeper cultural insight, and a refreshed sense of purpose. I feel more compassionate, and more inspired to continue growing as a TESOL professional.
2.
Student’s name: NGUYEN HUYNH DANG KHOA
Student’s code: 23814011111
Class: MA TESOL 2023A
The practicum at Foreign Trade University, Hanoi, including the preparation prior to the trip, lasts for about three weeks. The whole experience was undoubtedly valuable, as not only did it provide me with first-hand opportunity what it feels like to be a lecturer, but it also allows me to reflect deeply on all facets as a teacher. I mature in terms of teaching skills and knowledge, but I also grew as a person in interpersonal relationships. Planning In my opinion, it is most appropriate to first reflect on planning skills, since my classmates and I have spent about three weeks, a large proportion of the whole practicum, to plan and prepare for everything, notably the microteaching, workshop, seminar, and gala. As a full-time teacher at an English center, I found it extremely challenging to balance between work efficiency and practicum preparation, resulting in prolonged strain and burnout. In order to cope, it was important for me to adhere to three principles: be proactive, be disciplined, and be open with your struggle. First of all, it was during these weeks that I reinforced my belief in the value of being proactive. There was never a single moment when I thought to myself there were no tasks left. As it did turn out, there would always be some kind of deadline for one to complete. For me, it was either planning the lesson plan, designing the teaching materials, or rehearsing for the seminar. The looming tasks were grueling to say the least, as my mind was nearly occupied 24/7, and they affected my sleep schedule as well. However, having such a mindset allowed me to be more disciplined and push myself hard enough, either by waking up earlier than usual to finish more tasks, or going to sleep earlier to preserve my energy and mental health. I found myself surprised to be able to stick to a healthier, albeit more stressful, schedule. Fortunately, I was not alone on this journey. My teammates were diligent, supportive, and caring, thereby allowing me to be more open with my struggle once in a while to alleviate the strain. Regarding the group preparation itself, the tasks are well-divided, with clear guidelines on expected outcomes and deadlines. For the microteaching, we composed a detailed, well-structured lesson plan, with additional materials being well thought out and designed. Furthermore, we also asked for a second opinion from our instructor on the plan, which proved to be fruitful. The seminar went through a similar level of preparation, with the content slide well prepared. I was thankful to be able to extend deadlines, ask for advice on certain tasks, which helped me greatly in completing my shares of work. In the end, it was the responsibility, self-discipline, and mutual trust of each member that brought the preparation to fruition. In retrospect, I believed the three weeks before the actual practicum accounted for 95% of the trip’s success. Communication It was clear to me that working in a group requires careful attention to communication, either related to work or personal, emotional needs. Working with members with different mindsets, values, and beliefs. In other words, each person will have their own priority, i.e. what they believe is the most important thing to achieve in this practicum, leading to unavoidable conflicts, unfortunately. Yet I firmly believe these times are opportunities to reflect on ourselves, especially in terms of maturity - which I will briefly define as the ability to maintain a positive group environment while still being able to accomplish the collective goal. Because the practicum took place over a span of four days, with so many things to do, it was important to be open in communication on what should be done, improved upon, or avoided. I remember there were unmet expectations, but I appreciated how my team openly admitted our shortcomings and came to a satisfying determination to improve further. And it was not just about what should be said, it was also about the “how” as well, as it was imperative to remain neutral and respectful to deliver your points in conversation. It was important for us to put the whole group’s benefits above our personal feelings. Through resolving these conflicts, I came to admire the powerful yet delicate nature of interpersonal relationships more than ever. In reflection, I saw what was lacking in me in terms of communication, the impatience, the ability to remain impartial, and the strength to be more open, all of which motivates me to continue my journey on becoming a more mature version of myself. Analytical/Assessment On the days of microteaching, I believe we had a session with mixed results. On the positive note, I believe the strength of our microteaching lies in the quality of our presentation materials. The slides and handouts were clearly designed, with big fonts, concise content, and an easy-to-follow structure. The lesson content was presented in a logical sequence, allowing for smooth transitions between different stages of the session, which helped support the flow of the lesson and made it accessible for students to grasp. In terms of delivery, we demonstrated clear enthusiasm and confidence throughout the session. Our communication was effective, and we were able to convey the lesson objectives clearly. We also managed the classroom well, maintaining control and engaging students through appropriate task-based methods and interactive activities, including games and contextual examples. These techniques helped keep learners actively involved and reinforced the lesson content. Additionally, our language skills were a positive aspect of the session. Our pronunciation was clear, and we maintained fluency and accuracy when giving instructions or explaining key points. However, there were also areas for improvement. One notable challenge was time management. Some segments of the lesson ran longer than expected, which disrupted the pacing and limited time for follow-up activities and other lecturers. This could be attributed to a desire for including as much content to our lesson as possible, for fear of leaving out important knowledge or skills. Furthermore, we were quite lacking in rehearsal for the microteaching due to time constraints, otherwise, we would have known which sessions dragged on for too long and should be trimmed down. If anything, this consolidated the fact that my team and I should know our limitations, and be more flexible in timing to deliver a just-right lesson. Social responsibility and adaptability Social responsibility and adaptability are also my strong points of learning. I found myself being responsive to changes and finding solutions in real time. At the end of the day, everybody will have their own commitments, but it is important to put aside those personal endeavors to focus on what is important - the accomplishment of the group. Life is all about balance. This helped me realize how important it is to stay calm and flexible when unexpected situations arise. Another thing I felt especially proud of and will strive to replicate in the future was how I took special care in fostering an inclusive classroom environment for my students, where they feel engaged fully regardless of their skills and proficiencies. I ensured that there would be an underlying trust and bond right from the moment I came up to take over the microteaching session. Overall, I feel that education should be mutual - it’s not about taking control but about being supportive, adaptable and making decisions that benefit the whole classroom. Conclusion At the end of the day, I achieved and learned so much alongside my teammates. The whole experience proved to be rewarding and filled with so much clarity on the kind of lecturer/teacher I should be. From planning and delivering a microteaching session to navigating different classroom dynamics, I have learned to respond thoughtfully to new environments and take greater responsibility for student learning. The practicum has also deepened my understanding of what it means to be a supportive and effective teacher. It was truly an unforgettable experience that continues to form the foundation of my future aspiration in the educational field.
3.
Student’s name: VO TRAN THANH PHUONG
Student’s code: 23814011122
Class: MA TESOL 2023A
As part of my Master's program in Teaching English to Speakers of Other Languages (TESOL), the practicum course has been one of the most enriching and transformative stages in my ongoing journey as an in-service English language teacher, providing me with a valuable opportunity to reflect deeply on my teaching practice and apply theoretical knowledge in real classroom contexts while fostering both professional and personal growth. Reflecting on this process - from teaching practicum to academic events such as the workshop, seminar and gala dinner - I am filled with a deep sense of growth, accomplishment, and gratitude. Anticipation and First Impressions Before the trip, I was filled with a mix of excitement and wonder, but also a bit of nervousness. It was my first time in Ha Noi, and everything felt new and full of possibility. I did not just see the city as a tourist - I was also a student teacher stepping into a more serious role, and a proud member of my beloved 3A team. Taking on all these roles at once made the experience so much richer. At the same time, I felt a sense of pressure, unsure whether I would have enough time to prepare adequately before our departure. The thought of teaching at Foreign Trade University (FTU) - a prestigious university known for its exceptional students - was both an honor and a challenge. I questioned my ability to meet the high expectations associated with such a esteemed academic environment. However, by reframing the practicum as an opportunity for professional growth rather than merely a measure of my current abilities, I was able to transform my anxiety into motivation. I experienced Ha Noi not only with a sense of curiosity, but also with a clear sense of purpose and connection. The trip left me with profound and lasting memories, and it enriched me in ways I had not anticipated. Teaching Business English: Foundations and Challenges Prior to our micro-teaching session, I had the opportunity to observe a real Business English class, which provided an essential foundation for my own teaching practice. Watching how the lecturer structured the lesson, managed timing, and maintained student engagement helped me better understand the practical demands of a classroom. This observation sharpened my analytical lens, allowing me to think more critically about how to pace a lesson, respond to student needs, and ensure smooth transitions between activities. The initial observation experience not only informed my planning but also gave me the confidence to approach my practicum with greater awareness and intentionality. My practicum began with a teaching placement that required me to design, deliver, and reflect on a series of lessons with a focus on Business English, which laid the groundwork for my ongoing teaching career. At first, I was nervous and slightly overwhelmed. I wondered whether I could create engaging lessons that met both language learning and content objectives. However, once I stepped into the classroom, I quickly discovered how rewarding it was to connect with students, facilitate their learning, and witness their progress. Task-Based Learning in Action: The Shark Tank Project During my micro-teaching session, I taught key business concepts such as business angel and target market, while constantly striving to contextualise the language in meaningful, real-world scenarios. One of the most memorable parts of my teaching practice was organising a group activity in which students created and pitched business ideas in a simulated Shark Tank FTU Gameshow. This task was not only exciting and interactive but also effective in fostering practical language use, creativity, and critical thinking. To prepare for the gameshow, students worked in teams to brainstorm product ideas, conduct basic market research, and develop promotional strategies. They were also guided to use Canva to design professional-looking pitch decks and product visuals, which helped them enhance both their digital literacy and communication skills. One group, for example, came up with a brand called "Huy Hoang", which specialised in producing scented candles with a sleek and elegant design aimed at promoting relaxation and sustainable living. Their presentation was impressively structured, demonstrating their understanding of key terms such as unique selling point, investment return, and customer needs. I observed how students became significantly more engaged and motivated when given the opportunity to be creative, collaborate with peers, and apply their language skills to a purposeful, real-world task. This experience highlighted for me the value of task-based learning and affirmed my belief that language education should always aim to be meaningful, learner-centered, and relevant to students' futures. Formative Assessment and Learner Empowerment I likewise focused on incorporating formative assessment strategies to support ongoing learning and development. In particular, I used peer feedback during project presentations. Students were encouraged to assess one another's work using clear criteria, give constructive suggestions, and reflect on their own performance. This not only improved their awareness of language use and communication but also cultivated a supportive classroom culture where everyone participated as both a learner and a contributor. More importantly, it empowered students to take greater responsibility for their own learning by actively engaging in the feedback process and becoming more responsible for their academic progress. A Lesson in Teamwork: Managing Time and Space During my micro-teaching session, however, I encountered an unexpected challenge that offered me a valuable lesson in time management and teamwork. Even though I had carefully shortened my lesson plan to highlight only the essential content, I became so absorbed in the teaching process that I unintentionally went over the time limit. As a result, I disrupted the session flow and unintentionally placed pressure on my teammates, who had to trim down their parts. I felt genuinely disappointed and embarrassed afterwards, knowing that my actions had affected someone else's performance. While I still struggled with time management during my own teaching, the contrast between observation and practice highlighted the gap between knowing and doing - reminding me that effective teaching requires ongoing reflection and adjustment. This experience reinforced the value of assessment not just as a tool for evaluating students, but also as a means of evaluating and improving my own instructional approach. I now see observation and self-assessment as key components of professional growth and as vital steps toward becoming a more thoughtful and responsive educator. The experience of running over time during my misom-teaching session likewise taught me that effective lesson planning goes beyond delivering engaging content - it also demands thoughtful time management and respect for the shared teaching space. Teaching in a collaborative environment is not solely about individual performance; it calls for consideration of others’ contributions and adherence to a collective schedule. To improve, I plan to assign more realistic timeframes to each lesson stage and remain adaptable when things fail to go exactly as planned. Most importantly, I have come to see that good teaching is grounded in responsibility, mutual respect, and open communicatopen - not only with students but also with peers. That moment of challenge also deepened my capacity to reflect on and evaluate my own performance, allowing me to better recognize areas for growth and make more informed adjustments in future teaching. Public Speaking and Professional Confidence Following the teaching component, I had the opportunity to participate in various practicum events. I served as the Master of Ceremonies (MC) for both the workshop and the gala dinner. This was my very first time hosting formal events, and though I was nervous at first, it turned out to be a rewarding experience. These roles demanded a high level of public speaking, confidence, and the ability to connect with a diverse audience. Preparing for these events required coordination, clear communication with different teams, and cultural sensitivity to ensure the atmosphere was both professional and welcoming. While I was initially anxious about managing formal responsibilities in English in front of a large audience, the experience ultimately strengthened my self-assurance and ability to think quickly under pressure. Thanks to these roles, I have learned how to speak clearly and confidently before a sizeable group of participants, manage transitions smoothly, and keep the energy of the events engaging. Behind the scenes, I spent several days drafting, revising, and rehearsing the MC script. The process involved numerous modifications due to last-minute program changes, unexpected announcements, and feedback from the organizing committee. Adapting to these shifting requirements not only tested my flexibility and attention to detail but also deepened my understanding of event management. Despite the challenges, seeing the events run smoothly made all the effort truly worthwhile. In the academic seminar, I had the honour of representing my group alongside another presenter. Together, we shared our presentation titled "Effective Note-taking for English Learners." Preparing for the seminar involved reviewing literature, selecting key ideas, designing visual support, and rehearsing delivery. This experience taught me how to distill research into digestible, relevant content for an audience of peers, lecturers and students at FTU. Standing at the podium and delivering our work was both nerve-wracking and exhilarating - it marked the moment when I realized how far I had come in terms of academic confidence and communication. Personal and Professional Growth Looking back, the practicum has helped me develop in multiple ways. Pedagogically, I have gained valuable experience in lesson planning, classroom management, and student assessment. Personally, I have grown in terms of self-confidence, adaptability, and resilience. One of the most important lessons I have gained is the value of leadership - not in the sense of authority, but in the ability to inspire, organise, and guide others effectively, whether it is in the classroom or during events. I would not describe myself as a leader, but I have learned what it means to be a supportive, reliable team member. Through interactions with colleagues, students, and organisers, I have also strengthened my interpersonal and intercultural communication skills, which are essential for working in diverse educational settings. Moreover, being part of a practicum that brought together students, faculty, and outside guests from different backgrounds has expanded my sense of cultural competence. I developed skills in active listening, respecting diverse perspectives, and tailoring my communication to different audiences. These soft skills are just as crucial as teaching skills, especially in today’s globalised world. Being part of the practicum likewise helped me see how important it is to be adaptable, respectful, and open-minded - qualities that are essential for any teacher. Throughout the trip, I was genuinely touched by the kindness and generosity of everyone I met. The welcoming attitude of the FTU lecturers, particularly those from the Faculty of English for Specific Purposes (ESP), made me feel respected and supported from the very beginning. I am also deeply thankful to my lecturers from the Faculty of English Linguistics and Literature at University of Social Sciences and Humanities (USSH), who devoted their time and energy to guiding us with patience, dedication, and sincere care. Their support not only enriched my practicum experience but also reminded me of the importance of fostering a nurturing and inclusive environment for my future students. One of the most meaningful moments was the gala dinner - a heartfelt occasion during which our Master’s cohort formally expressed our sincere gratitude to the lecturers for their invaluable support. Being part of such a sincere and celebratory event made the entire experience even more fulfilling and memorable. Conclusion In conclusion, this practicum has been a holistic and transformative learning experience that extended far beyond textbooks and lectures. It offered real opportunities to act, reflect, and grow in both real-life teaching and professional contexts. There were moments of self-doubt and stress, but these challenges became powerful learning experiences that helped shape my confidence and resilience. I now feel more prepared to enter the field of language education not only as someone who teaches, but as someone who listens, supports, and grows alongside students. This journey has deepened my understanding of my strengths and areas for development, and it has reminded me why I chose this path - and why I have been committed to becoming a thoughtful, empathetic, and capable educator. The practicum concluded, leaving me with a profound sense of gratitude and accomplishment.
Candle Concept by Students – Product of the Shark Tank Project
4.
Student’s name: LE THI THUY
Student’s code: 23814011126
Class: MA TESOL 2023A
The practicum at Foreign Trade University (FTU), Hanoi campus, was a truly transformative experience, providing me with the opportunity to develop a wide range of professional skills while also experiencing significant personal growth. Throughout the practicum, I encountered real-world responsibilities that tested my abilities, pushed me outside of my comfort zone, and ultimately strengthened my confidence and readiness for future professional environments. This reflection highlights the professional skills I cultivated, the contributions I made, and the changes I observed in both my behavior and mindset. Before heading to Hanoi for the practicum, I was filled with a mixture of excitement and anxiety. I was unsure whether I would have enough time to prepare adequately before our departure, and the pressure of teaching students at FTU, one of the most prestigious universities in Vietnam, renowned for its exceptional students, weighed heavily on me. I questioned whether I would be able to meet the high standards expected in such an esteemed environment. However, I reminded myself that the practicum was an opportunity for learning and growth, not simply a test of my current capabilities. This mindset helped me gradually transform my anxiety into motivation to prepare as thoroughly as possible. One of the most significant professional skills I developed during the practicum was my analytical and assessment abilities. On the first day, my group observed an English class to familiarize ourselves with the class procedures, student behaviors, and the overall teaching environment. Observing the classroom setting proved invaluable for understanding how lessons were structured, how student engagement was maintained, and how learning objectives were approached. The next day, each member of our group took responsibility for one part of a three-period lesson. I was in charge of the first segment, where I introduced the topic to the students and focused on developing their listening skills. Although I have taught students of all ages for quite a few years, this microteaching session at FTU felt markedly different. I found myself as nervous as I had been during my first-ever teaching experience. Standing in front of a group of high-achieving university students made me acutely aware of the stakes involved, but it also reignited a sense of passion and purpose that I had not felt in a long time. Through this hands-on teaching experience, I practiced delivering lessons while also learning to critically assess teaching practices - both my own and those of my peers. The process of giving and receiving feedback reinforced the importance of constructive criticism and continuous self-evaluation in teaching practice. Another key area in which I grew significantly was in planning and organizational skills. From the earliest stages of preparation, I was actively involved in organizing various activities, including pre-trip arrangements, microteaching sessions, a workshop for teachers to share their experiences, a seminar designed to guide students on effective learning strategies, and the gala dinner to express our gratitude to the instructors and lecturers at FTU. As the leader of our small group, I was responsible for outlining the overall structure of our activities, allocating tasks based on each member’s strengths and expertise, and ensuring a smooth and organized workflow throughout the practicum. One of the key factors that contributed to our success was the regular team meetings we held each day during the trip. These meetings served as important checkpoints where team members updated one another on their progress, identified challenges, and collaboratively sought solutions. In addition to coordinating our efforts, I provided my teammates with advice on how they could approach their individual tasks more effectively, offering practical suggestions and encouragement tailored to each person’s responsibilities. Through this process, I realized that providing supportive guidance not only enhanced their performance but also boosted their confidence, fostering a stronger sense of team cohesion. This leadership role taught me that effective planning and organization go hand in hand with empowering others, supporting my teammates to succeed individually, and ultimately strengthening the collective achievement of the group. Moreover, it deepened my understanding that successful leadership is built not solely on directing others but on creating an environment where collaboration, mutual respect, and shared responsibility can flourish. My contributions extended beyond my small group as well. I actively participated in supporting the larger team of MA students during key practicum events. One new and memorable experience was taking on the role of photographer for both the workshop and the seminar. This was my first time being responsible for capturing formal academic events, and although it was initially intimidating, I quickly adapted and managed to photograph important moments in a professional manner. I discovered a new skill and found satisfaction in this role, which allowed me to contribute in a unique way to the success of the practicum. Additionally, I joined the logistics team for the gala dinner, assisting with the setup and coordination of various aspects of the event. These experiences allowed me to feel more integrated into the larger team and gave me a strong sense of pride when the practicum was completed successfully. Communication was another critical skill I developed throughout the practicum. Working closely with a team of five members and maintaining ongoing contact with the university lecturers required clear, respectful, and effective communication. Active listening became essential, as I needed to understand not only what was said but also the emotions and intentions behind the words. Providing clear instructions and articulating ideas in a way that was easily understood by everyone ensured our team functioned efficiently. The daily update meetings, in particular, helped strengthen our internal communication, as we had to quickly adapt our plans based on new information, changing schedules, or unexpected challenges. This constant communication reinforced my belief that effective teamwork is founded on trust, transparency, and mutual respect. Cultural competency also grew significantly during the practicum. Engaging with the local teaching context at FTU provided me with firsthand exposure to various teaching and learning styles. I noticed how cultural factors influenced classroom behavior, teacher-student relationships, and expectations regarding English language learning. Understanding these differences helped me appreciate the importance of being culturally sensitive and flexible as an educator. It deepened my respect for the diversity present even within similar educational systems, reminding me that effective teaching requires adapting to students' backgrounds and learning habits. Leadership skills were central to my development throughout the practicum. As the group leader, I had to remain adaptable, decisive, and supportive. Leading by example, encouraging participation, and ensuring that every team member felt heard were all important aspects of my role. I learned that leadership is not about managing every detail but about creating a positive environment in which others can thrive. Supporting my teammates through advice, encouragement, and problem-solving not only helped them complete their tasks but also strengthened our sense of unity and trust. I found that by focusing on clear communication, patience, and emotional support, I could help the group perform at its best, even under pressure. Reflecting on the overall experience, I recognize a significant shift in my behavior and self-perception. Before the practicum, I often hesitated to take on leadership roles, doubting my ability to manage group dynamics or handle unexpected challenges. However, the practicum pushed me to step forward, take responsibility, and trust both myself and my teammates. Through the successes and obstacles we faced, I realized that effective leadership is about flexibility, resilience, and empowering others. I also became more open-minded and adaptable. Despite careful planning, we encountered numerous situations that required quick changes and new approaches. Instead of feeling overwhelmed, I learned to stay calm, reassess the situation, and focus on finding practical solutions. I am genuinely proud of my contributions during the practicum. Whether it was leading our group, supporting large-scale events, taking on new roles such as photographer and logistics team member, or offering guidance during daily updates, I consistently worked toward the success of the team. The overall success of the practicum, with its smooth events and positive outcomes, reinforced my belief in the value of teamwork, adaptability, and proactive leadership. In conclusion, the practicum at Foreign Trade University was an enriching and empowering experience. It allowed me to develop critical professional skills in planning, communication, leadership, analysis, and cultural awareness. More importantly, it reshaped my understanding of my own potential, making me more confident, flexible, and ready to contribute meaningfully in future professional settings. I am grateful for the lessons learned, the challenges overcome, and the pride that comes from realizing that I am capable of more than I initially believed.
5.
Student’s name: DUONG HUE TRAN
Student’s code: 23814011128
Class: MA TESOL 2023A
The practicum was set at FTU Hanoi, one of the most famous universities in Vietnam from 20 to 24 April 2025. The aim of this teaching practice is to develop a range of professional skills essential for effective teaching and collaboration. Reflecting on my experiences throughout this practicum, I have grown both personally and professionally. Throughout this course, I have been through a lot of different parts from evaluating my peers' teaching to planning teaching activities flexibly. Moreover, I also improve my communication, leadership and critical thinking skill in order to adapt to different situations and become more aware of cultural contexts in education. This reflection highlights the key skills I developed and how they have shaped my journey as an aspiring English teacher. Firstly, my planning and organizational skills are developed throughout the practicum by organizing hands-on involvement in various educational and extracurricular activities Before the field trip, me and my classmates needed to discuss the venue, transportation, timing, accommodation and design the whole plan for the trip. In preparing for microteaching, I worked collaboratively with peers to design engaging and level-appropriate English lessons. This involved setting clear learning objectives, selecting relevant materials, creating visual aids, and integrating interactive activities such as role-plays and games to enhance student participation. I also rehearsed delivery to ensure timing and classroom flow were effective. Moreover, to prepare for the microteaching to run smoothly, our team also asked the instructor to show us the venue in which we would teach, so that we could reorganize and adapt our lesson plan to the real life teaching environment. However, during the microteaching, I and my teammates also needed to manage the time flexibly so that we did not run out of time for the whole group. In addition to the academic focus, we also had planned time to explore cultural sites around Hanoi, such as the Temple of Literature, Hoan Kiem Lake and Ho Chi Minh mausoleum, which allowed me and my teammates to better understand the local culture and history. These experiences not only refined my ability to manage time and resources effectively but also taught me how to balance learning goals with cultural enrichment and enjoyment. Another significant skill that I have developed throughout the practicum is communication skill by engaging with instructors, peers, and students in a variety of formal and informal contexts. I practiced professional communication by writing lesson plans as well as by receiving and responding to feedback from mentors constructively. During collaborative tasks such as group microteaching, I worked closely with my team—sharing ideas, listening to different perspectives, and helping resolve occasional disagreements about presentation and time management. Moreover, I learned to adjust my communication style based on the audience: using simplified English and supportive body language when explaining tasks to lower-level students, while employing more technical and academic language when discussing teaching strategies with peers and instructors. In addition, during the practicum, I had multiple opportunities to strengthen my leadership skills in both classroom and extracurricular settings. I showed adaptability by modifying lesson plans on the spot when unexpected issues arose—for instance, when students struggled with reading activity during a microteaching session, I quickly adjusted the approach by providing some clues to help them find the answers. I also supported peers by offering feedback on their teaching and assisting them when they faced challenges with classroom management. These experiences allowed me to lead with empathy, adapt to diverse situations and know how to communicate clearly, respectfully, and purposefully to build trust and ensure successful teamwork. One of the key professional skills that I enhanced during the practicum was my ability to analyze and assess teaching practices. My group also had an opportunity to observe an English lesson to gain insight into the classroom routines, student interactions, and the general teaching atmosphere. With the microteaching that our group carried, I and my teammates used established assessment rubrics provided by our instructors, I assessed key aspects such as clarifying the learning objectives, teaching materials, classroom interaction and time management. For example, during one peer's vocabulary lesson, I noted how effective their use of visual aids was in aiding student comprehension but also the lack of time management when they rehearsed the teaching because of the presentation length. I also suggested that they should make their parts shorter in order not to affect the whole group timing. Additionally, I took time to reflect on each session—both others’ and my own—by identifying strengths such as clear instruction and smooth transitions, as well as areas needing improvement like classroom management and pacing. These reflective practices helped me develop a more critical eye for instructional design and delivery my teaching in the future. Overall, this practicum at FTU Hanoi was a transformative experience that deepened my understanding of what it means to be a professional English educator. I not only gained practical experience in lesson planning, classroom management, and assessment, but I also developed essential soft skills such as organization, effective communication and leadership. These experiences challenged me to step out of my comfort zone, think critically, and respond to unexpected situations with confidence. Most importantly, I have become more self-aware as a future teacher—I now understand the importance of reflection, flexibility, and student-centered teaching. This practicum has helped me grow not only as a teacher, but also as a communicator, leader, and collaborator. I feel more prepared, more confident, and more motivated to pursue this career path as an English educator with a deeper appreciation for both teaching and learning.
