Nguyet Anh's Weekly Reflection

  This module focused on Flipped Learning - what it is, types of flipped classrooms, how to design a flipped lesson, and useful tools and apps for flipped learning implementation. Flipped learning refers to “a pedagogical approach in which the conventional notion of classroom-based learning is inverted so that students are introduced to the learning material before class with classroom time being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers” (AdvanceHE, n.d.). This definition represents a shift towards modern teaching methodologies. Students are no longer passive recipients of information during class; instead, they actively engage with course material beforehand, often through readings, videos, or other preparatory materials. The class time is thus reserved for collaboration, critical thinking, and practical application, so that students can consolidate their understanding, confront misconceptions, and delve into...

  In this module, our class learned three more concepts: Project-based Learning, Alternative Assessment, and Rubrics, all of which will be reflected in this writing. With regard to Project-based Learning (PBL), it is defined as “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge” (PBLWorks, n.d.). Simply put, PBL emphasizes the active role of students in constructing their own knowledge by finding solutions to a specific, usually real-world, problem. This not only helps students to develop critical thinking, collaboration, creativity, and problem-solving skills, but also makes their learning experience more fulfilling and meaningful. Though PBL proves to be an effective approach to language teaching, I do not think it is really practical for my class due to the varying proficiency levels of students and the limited instructional...

  After exploring websites that help build oral/ aural skills, this week our class continued to learn about useful tools for reading/ writing skills as well as how to design technology-enhanced lesson plans.  Like previous modules, we participated in another online discussion on Canvas. This time the focus was on sharing resources to bolster reading and writing skills, and my classmates offered a wealth of suggestions, with the British Council’s LearnEnglish website being the one that received the most recommendations. This comprehensive platform offers a diverse range of self-study lessons tailored to different English proficiency levels (from A1 to C1) based on the Common European Framework of References for languages (CEFR). Its integrated interactive activities, from vocabulary and grammar quizzes to skill-building practices like writing prompts and reading comprehension exercises, serve as invaluable tools for reinforcing the concepts covered in the lessons. Besides...

This week, our class continued to learn about different websites for developing speaking and listening skills, as well as how to use social bookmarking sites effectively. According to Chinnery (2005), the use of computer technology in language learning, also known as Computer Assisted Language Learning (CALL), has increased rapidly over the past few decades. With significant technological advances, ESL/ EFL teachers and students now have access to a multitude of speaking and listening activities, which, I believe, can positively influence second language acquisition. There are a wide range of useful websites for building oral/ aural skills mentioned in our online discussion, of which I am most familiar with Flipgrid and Elsa . Regarding the former, I first experienced this tool as a sophomore. Specifically, one of my lecturers at ULIS established a class on Flipgrid and invited us to join. Weekly, she posted a topic with one or two discussion questions for us to practice our speaking ...

In this module, our class learned about two distinct concepts: ABCD learning objectives and Web searching , both of which are of great value to my teaching and learning. With regard to the former, the four letters A, B, C, D stand for Audience, Behavior, Condition, and Degree, respectively. To write learning objectives following the ABCD framework, teachers need to answer four questions corresponding to the above components, including “Who is the objective written for?” , “What action or behavior should be demonstrated by the learner?” , “Under what circumstances or conditions will the behavior be performed?” , and “To what level of proficiency or standard is the behavior expected to be performed?” . Personally, I hold that the ABCD model is crucial for writing clear and specific learning objectives that are both observable and measurable. Ambiguous action verbs such as “understand” and “learn” are thus unacceptable and should be avoided in this model. However, writing an accurate A...

A blog (short for weblog ) is defined as “a website where an individual person, or people representing an organization, write regularly about recent events or topics that interest them, usually with photos and links to other websites that they find interesting” (Oxford University Press, n.d.).  There are a number of reasons why blogging has become increasingly popular as an English language teaching tool over the past few decades. According to Sattar (2015), a blog serves as a collaborative platform where students, as bloggers, can actively construct their own knowledge through interactions with teachers and friends, which is considered a more “at-home” and “comfortable” learning environment for students. Blogging is, therefore, an important contributor to increased active participation among quieter students. Additionally, Selami (2014) concluded that blogging does exert favorable impacts on students’ writing skills. Normally, teachers are the only ones to receive, read, and give ...

Hello everyone. I am Nguyet Anh, a member of class PG43. Welcome all of you to my reflective journal, where I do weekly reflections for the course Internet in Language Teaching.