Trịnh Nguyễn Gia Hân

Final Assignment Instructions

Horizon TESOL – Module 1
1. Reflecting on your English language learning journey and what you know about
learning theories and second language acquisition (SLA) hypotheses, write an
essay (min 500 words) in response to the following questions: What is English
language learning to you? What do you think are the most effective learning
strategies?
My name is Trinh Nguyen Gia Han, and I recently graduated from university with
a major in English Language. I started learning English when I was very young;
my parents introduced me to English before I started elementary school. Initially, I
learned through the "Let's Go" series and school textbooks. However, it was not
until university that I truly invested in English, studying IELTS, listening to TED
Talks, and delving deeper into the language. My fascination with English has
grown over the years, and my goal has always been to achieve fluency and use
English for global communication and career advancement.
When I was younger, my teachers primarily used the Grammar-Translation
Method, focusing heavily on grammar rules and vocabulary memorization.
Although this method helped me build a strong foundation in grammar, it made
learning English feel monotonous and uninspiring, as it was simply about copying
notes in class and memorizing them at home. There were no interactive activities
between students or between students and teachers. Reflecting on this experience
through learning theories and Second Language Acquisition (SLA) hypotheses, I
realize that this method reflects B.F. Skinner's behaviorist theory, where learning is
reinforced through rewards and repetition. Whenever I completed grammar
exercises well and volunteered to answer questions, my teachers would praise me
and give me extra points, which motivated me to continue learning English despite
the tedious approach. When I entered university, I began to encounter different
methods of learning English. I engaged in group exercises, discussions, and
practical activities, which aligned with Lev Vygotsky's learning theory, emphasizes
the importance of social interaction and collaborative learning. These activities
helped me develop communication skills and critical thinking. For example, we
frequently discussed current topics, worked in groups to complete projects, and
practiced presenting in English in front of the class. For me, the combination of
practical learning and interaction is the most effective, as it not only helps me
master grammar and vocabulary but also enhances my communication skills and
ability to use English in real-life situations.
Nowadays, English language learning has improved significantly compared to the
past. Modern teaching methods focus more on creating interactive and practical
learning environments instead of just memorizing grammar and vocabulary.
Technology has played a crucial role in this transformation, with the advent of
learning apps, online classes, and language support tools like Duolingo, Cake, and
many educational websites. Learning English is no longer confined to traditional
classrooms but has expanded to online and international environments. One of the
major improvements is the emphasis on communication skills. Today’s English
classes often use the Communicative Language Teaching (CLT) method, where
students are encouraged to use English in real-life communication situations. This
method not only helps students develop grammar and vocabulary skills but also
improves their listening, speaking, reading, and writing abilities comprehensively.
Furthermore, English learning nowadays often incorporates cultural activities,
helping students gain a deeper understanding of the culture and society of English-
speaking countries. Reflecting on my learning experience, I find that modern
learning methods have greatly improved compared to traditional methods. The
interaction and practical application in today’s learning environment make me feel
more interested and motivated to learn English. However, there are some aspects
where modern English learning falls short compared to the past. In the past,
learning English was simply for attending classes or communicating with
foreigners. But nowadays, with the rapid development of technology and the
emphasis on certifications like IELTS, students feel pressured by performance and
scores instead of learning for enjoyment and passion. Additionally, fast learning
methods can lead to a lack of deep understanding of the language.
In conclusion, learning English is not just about mastering grammar and
vocabulary, but also about the ability to use the language effectively in real-life
situations. Like B.F. Skinner and Jean Piaget, I believe that language learning goes
beyond memorization to include understanding and application. In my view, the
most effective learning strategy is a combination of theory and practice, involving
participation in real-life communication activities, group work, and reasonable use
of technology. I also find that social interaction and collaborative learning, as
emphasized by Lev Vygotsky, are crucial in developing language skills. Looking
to the future, I hope that English language learning will continue to evolve by
integrating traditional and modern learning methods, ensuring that students not
only achieve high performance but also genuinely enjoy and are passionate about
the language. Technology will continue to play a vital role, but it should be used in
a balanced way to preserve the core values of language learning. Finally, I believe
that with the continuous development of teaching methods and technology,
learning English will become more effective and enjoyable.

2. Comments on the Demo Lesson

The Text Chosen as the Class Material: The primary text chosen for the lesson
revolves around basic vocabulary related to toy and animal, specifically focusing
on the words "doll," bee". Additionally, phonics practice is integrated into the
lesson, with emphasis on the sounds “ll” and “zz” using words like "doll",
“yellow”, “buzz” and "dizzy".

The Language(s) Used by the Students and the Teacher: The teacher uses a
combination of English and Vietnamese throughout the lesson. English is
predominantly used for instruction, questions, and interaction, while Vietnamese is
occasionally employed to ensure comprehension and provide translations for key
vocabulary. The students respond primarily in English, with some instances of
Vietnamese when they are unsure or need clarification.

The General Procedures/Steps of the Lesson:

1. The teacher greets the students and introduces herself, encouraging the
students to respond.
2. The class starts with a song to engage the students, incorporating actions to
make it interactive.
3. The teacher introduces the main vocabulary word "doll" through a question-
and-answer session.
4. Students practice saying "doll" and other related vocabulary, both
individually and in groups.
5. The teacher writes the lesson's title on the board: Unit 7, Lesson 3, and asks
the class to look at the screen and repeat "doll."
6. The class is divided into groups (Monkeys, Lions, Rabbits) for competitive
activities.
7. The teacher asks, "What is this?" and "What color is this?" showing images
and prompting group responses.
8. The teacher uses actions to describe the word "dizzy," and students repeat
and act out the word.
 9. The teacher rewards the groups with stars for correct answers and
participation.
[Link] students practice the phrase "Look at the doll" and “Dizzy yellow bee”
with actions and repetition.
[Link] lesson includes a song with actions to reinforce the vocabulary.
[Link] teacher uses flashcards to teach and reinforce the sounds “ll” and “zz.”
[Link] students play a game called "Slap the Board," where two students come
to the board and use hammers to hit the correct image containing the sound
the teacher reads, rewarding them with stars for correct answers.
[Link] students play another game called "Who is Faster?" where they hold up
flashcards with “ll” and “zz” sounds based on the teacher's prompts.
[Link] lesson concludes with a review song and a final round of interactive
questions using flashcards.

The Role of the Teacher and the Students: The teacher acts as a facilitator and
guide, providing clear instructions, modeling pronunciation, and encouraging
student participation. She uses positive reinforcement, such as high fives and stars,
to motivate students. The students are active participants, engaging in singing,
repeating vocabulary, performing actions, and participating in games and group
activities.

The Nature of Student-Teacher & Student-Student Interaction: The

interaction between the teacher and the students is dynamic and engaging. The
teacher frequently asks questions, prompts responses, and encourages participation.
Student-student interaction is also fostered through group activities and games,
promoting collaboration and peer learning.

Methodologies and Models the Teacher in the Video is Most Influenced By:
The teacher in the video is influenced by several methodologies:

 Task-Based Language Teaching (TBLT): The lesson involves multiple

tasks and activities that require students to use language in practical,
meaningful ways.
 Communicative Language Teaching (CLT): There is a strong emphasis
on communication and interaction, with students encouraged to speak and
use English throughout the lesson.
 Total Physical Response (TPR): The teacher integrates physical actions
with language learning, helping students to remember vocabulary through
movement.
  Audio-Lingual Method: Repetition and drills are used to reinforce
pronunciation and vocabulary.

Additionally, elements of Grammar-Translation are present when the teacher

uses Vietnamese to explain certain words and concepts, ensuring comprehension.

Evaluation of the Lesson: Overall, this is a well-structured and effective lesson.

The use of songs, actions, and games makes the learning process enjoyable and
engaging for young learners. The teacher’s use of various methodologies caters to
different learning styles, ensuring that students remain motivated and involved.
However, to further improve, the teacher could incorporate more opportunities for
spontaneous student speech, encouraging them to use the language creatively
beyond the structured activities. Including more open-ended questions and
discussions would further enhance the communicative aspect of the lesson.