SAI GON UNIVERSITY

FACULTY OF FOREIGN LANGUAGE



REFLECTIVE PRACTICE OF ELT STUDENT TEACHERS OF SGU

DURING TEACHING PRACTICUM AT SECONDARY SCHOOLS
IN HO CHI MINH CITY: A MIX-METHODS STUDY

LECTURER: Nguyen Thi Ha

STUDENTS: 1. Luong Gia Bao
2. Tran Ngoc Quynh Anh
3. Ngo Van Nam Khang
4. Tran Minh Khue
5. Au Thanh Lam
6. Truong Tuyet Minh
7. Nguyen Hong Nhat Vinh
Ho Chi Minh City, December 8th, 2024
 Scoring Scheme for Research Proposal

No. Group 8 Contribution Rate (100%) Signature

1 Lương Gia Bảo
2 Trần Ngọc Quỳnh Ánh
3 Ngô Văn Nam Khang
4 Trần Minh Khuê
5 Âu Thành Lâm
6 Nguyễn Tuyết Minh
7 Nguyễn Hồng Nhật Vinh

Section Word count Notes Marking

1. Title No more than 30 Briefly and precisely state what, 0.5 mark
words who, where, and how the study is
conducted, satisfying the SMART
criteria
2. Table of 100 words Logically and clearly arranged 0.5 mark
contents Consisting of page number,
subsections
3. Introduction 200-400 words Include basic elements such as: 1 mark
A hook sentence
Background to the research field
Rationale for the study
A brief description of how the
whole paper is presented
4. Literature 300-1000 words A competent and detailed outline 1 mark
Review that presents:
- your knowledge in the field
- key researchers in the field
- key works in your area
- what has been said in the past and
what is being said at the moment
- Group content in a thematic or
chronological order.

5. Research 300-500 words Explain, clearly and simply, how 1 mark

Significance your research will complement the
field you have just described in
your literature review
- what you will add
- how it fills an existing gap
- why the academic world would
benefit from your research, etc.
6. Key 50-100 words No more than 4 research questions 1 mark
Objectives / (0.5)
Research No more than 4 objectives (0.5)
Questions

7. Research 300-1000 words Description of the research design 3 marks

methods (0.5)
Procedure/steps to conduct the
study (0.5)
Sampling techniques (0.5)
Data collection methods (0.5)
Data analysis (0.5)
Research ethics: Validity and
reliability (0.5)

8. Proposed 200 words Suggest sections for the research 0.5 mark
Chapter outline and present how you wish to
present your work.
9. Research 50-100 words 0.5 mark
limitations - state everything you won’t be able
to do in your research, or factors
that might potentially influence the
research results

100 – 300 words - present the scale of your work in 0.5 mark
10. Proposed Time the preliminary stages of planning
Scale

11. References Depending on - On a new page. 0.5 mark

each study - APA referencing style
TOTAL: 1500-3500 words 10 marks
 TABLE OF CONTENTS

HELLO
CHAPTER I. INTRODUCTION
Metacognition, or reflecting on one’s thinking, is a key factor in teaching (Schon, 1992). Self-
reflection plays a crucial role in fostering continuous growth and improvement. Reflective
practice allows teachers to critically evaluate their teaching methods, identify areas for
improvement, and adapt to classroom challenges (Dewey, 1933). Despite its importance, some
English Language Teaching (ELT) student teachers have not fully embraced reflective practice
during their practicum in Ho Chi Minh City secondary schools. (Smith, 2020) emphasized that
reflective practice is essential for developing professional competence in teacher education, yet
the reflective practices of ELT student teachers remain underexplored in this specific context
improvement. Reflective practice allows teachers to critically evaluate their teaching methods,
identify areas for improvement, and adapt to classroom challenges. (Dewey, How we think: A
restatement of the relation of reflective thinking to the educative process., 1933) Despite its
importance, some English Language Teaching (ELT) student teachers have not fully embraced
reflective practice during their practicum in Ho Chi Minh City secondary schools. (Smith, 2020)
emphasized that reflective practice is essential for developing professional competence in teacher
education, yet the reflective practices of ELT student teachers remain underexplored in this
specific context.
Previous studies have emphasized the importance of reflective practice in developing
pedagogical skills for student teachers. (Phan, 2021) found that reflection helps student teachers
identify strengths and areas for improvement, including classroom management and resource use
(Köksal, 2019) highlighted common challenges faced by student teachers, such as adapting
teaching methods and integrating technology. (Duong, 2021) noted that while many student
teachers engage in basic reflective practices, they often lack diversity in methods, limiting their
effectiveness. (Selmoa, L., & Orsenigo, J., 2014) emphasized that reflection with peers is crucial
for professional growth, while (Pham, Tran, & Le, 2024) showed that reflection contributes to
teaching effectiveness and the development of professional identity.
However, there is limited research on how reflective practices specifically impact the
development of secondary-level English teachers during practicums. One challenge is that many
student teachers adopt a casual approach to reflective practice, which hinders their ability to
improve their instructional strategies. Without consistent reflection, their methods may stagnate,
and they miss opportunities for professional growth. Additionally, many student teachers lack a
strong understanding of how reflection can influence their future lessons and teaching methods.
However, there is limited research on how reflective practices specifically impact the
development of secondary-level English teachers during practicums. One challenge is that many
student teachers adopt a casual approach to reflective practice, which hinders their ability to
improve their instructional strategies. Without consistent reflection, their methods may stagnate,
and they miss opportunities for professional growth. Additionally, many student teachers lack a
strong understanding of how reflection can influence their future lessons and teaching methods.
This study aims to investigate how ELT student teachers at Saigon University engage in
reflective practices during their teaching practicum and how these practices influence their
teaching effectiveness and professional growth.
RESEARCH QUESTIONS:
1. What are the perceptions of ELT student teachers at SGU regarding the effectiveness of
reflective practices in enhancing their teaching skills during their practicum in secondary
schools?
2. How do various reflective practices employed by ELT student teachers impact their
pedagogical strategies and classroom management skills during the teaching practicum in
secondary schools?
CHAPTER II. LITERATURE REVIEW
2.1. Definition:
Reflection was defined as essential for meaningful learning, as it allows individuals to
reconsider their ideas, adjust their behavior, and engage with the world in a more critical and
informed way (Dewey, Experience and education, 1986). Additionally, it was further explained
that reflective practice involves “thinking in action,” allowing professionals to address the
complex, unique challenges in their work (Schon, 1992). Thus, reflective practice is not merely a
teaching technique, but an orientation toward continuous learning and improvement.
2.2. Origin:
The practice of self-reflection has its roots in the concept of metacognition, which American
developmental psychologist John H. Flavell introduced in the 1970s. Self-reflection, according
to Flavell (1979), involves individuals pausing to examine their thoughts, feelings, and actions in
each context as a practical application of metacognition in both aspects.
Building on Flavell's established work, educational theorists such as Schon (1992), expanded the
idea into reflective practice, emphasizing the importance of critically examining one's actions
and decisions in professional and educational contexts. These theoretical frameworks further
explored the application of self-awareness in cognitive and practical activities, setting the
foundation for modern approaches to reflection and learning in various fields, especially
education and psychology.
2.3. Process:
When it comes to reflective practice, applying it to teaching might be beyond student teachers’
grasp. The framework introduced by Gibbs (1988) can navigate the teaching process, which is
shown and explained in Figure 1 below.
This six-stage framework shows the continuous development of a teacher’s reflective thinking
according to (Gibbs, 1988). There are six different stages which will be described below:
Stage 1: Description – Student teachers are asked to go back and review the perplexing
incident that piqued their interest or that they would like to learn more about. After that, they go
into detail about the circumstances. It is crucial that student teachers refrain from passing
judgments or drawing any judgments regarding the situation.
Stage 2: Feelings – Student teachers examine their feelings or ideas at the time of the incident.
They must be conscious of how the occurrence affected their thoughts and feelings, but they
should refrain from analyzing or passing judgment.
Stage 3: Evaluation – Student teachers can assess the incident's positive and negative aspects,
as well as the strengths and weaknesses of others. Even though the incident may seem
completely negative, they should take both into consideration.
Stage 4: Analysis – Student teachers can use their prior knowledge, pertinent scholarly
material, or outside viewpoints to support or refute their decisions.
Stage 5: Conclusion – To make logical inferences about what they have learned or what they
may have done differently, student teachers combine their prior reflections.
Stage 6: Action plan – Considering the previous stages of the cycle, student teachers suggest a
development plan for a similar situation.
2.4. Benefits:
Reflective practice plays a vital role in teacher education, particularly for pre-service teachers, by
helping them critically analyze their experiences and improve their teaching strategies. Research
shows that engaging in reflective activities enhances classroom management skills. Pre-service
teachers who reflect on their teaching are better equipped to establish effective classroom norms,
respond to student feedback, and develop growth-focused lesson plans (Qureshi, Shrivastava,
Sharath, & Kaur, 2024). Additionally, reflective practice promotes critical thinking and self-
awareness. Teachers who regularly reflect on their experiences become more aware of their
strengths and weaknesses, enabling them to make more informed decisions in the classroom.
Another significant benefit is the development of professional competence. Reflective practices
support self-regulation and adaptability, which are crucial for handling diverse classroom
environments and evolving educational standards (Tristiana N. et al., 2024) zemphasize that
teachers who engage in reflective practices are better at integrating feedback and adjusting their
teaching methods to meet student needs.
Finally, reflective practice fosters long-term professional growth by instilling a habit of
continuous improvement. This process helps pre-service teachers cultivate a lifelong
commitment to learning and staying responsive to educational changes, ensuring their ongoing
effectiveness as educators (Tristiana N. et al., 2024; Gibbs, 1988)
2.5. Previous studies:
Reflective practice is recognized as an approach to the professional development of student
teachers of English, where they reflect on and evaluate their teaching process, identifying the
strengths and weaknesses of a lesson. Through this reflection, areas for improvement are
highlighted, such as teaching procedures, managing group dynamics, resource usage, student
observation, and creating a conducive classroom atmosphere (Phan, 2021) Moreover, the self-
reflection of student teachers also reveals outcomes related to teaching strategies, the
development of professional identity, emotional growth, and the challenges encountered during
teaching practice sessions. These challenges are categorized into areas such as classroom
management, time management, adapting teaching methods for mixed-ability classes, and
difficulties in integrating technology into teaching (Köksal, 2019).
Although reflective practices among many student teachers are typically of a moderate level and
lack significant diversity—primarily consisting of sharing experiences with colleagues and
observing peer teaching—these teachers acknowledge the critical role of reflection in their
professional development (Duong, 2021) This perspective is further supported (Selmoa, L., &
Orsenigo, J., 2014) who emphasize that "students described the importance of reflecting with
colleagues on their experience in class" (p. 1928). Reflective practice is crucial for student
teachers as it enables them to refine their teaching strategies and lesson preparation.
Furthermore, it provides a valuable tool for deeper engagement with their training experiences,
thereby fostering the development of critical thinking skills throughout the practicum (Selmoa,
L., & Orsenigo, J., 2014). In addition, reflective practice has a significant influence on teaching
methodologies across various stages of instruction, offering solutions to challenges such as time
management and the integration of educational technology. It also plays a pivotal role in shaping
professional identity and enhancing student engagement (Pham, Tran, & Le, 2024)
 CHAPTER III. RESEARCH SIGNIFICANCE
3.1. Theoretical Contributions
This study contributes to the existing body of knowledge on reflective practice by examining its
application within the context of English Language Teaching (ELT) student teachers in Ho Chi
Minh City, particularly at Saigon University (SGU). While previous studies have explored
reflective practice in various educational settings such as (Schon, 1992) having stated the
reflective practice as a key factor in teaching development or (Almusharraf, 2020)citing the gap
between the student teacher’s engagement in reflection and their actual practice, few have
focused on the unique challenges and practices of ELT student teachers during their practicum
among Saigon University’s student teachers. By investigating how these students reflect on their
teaching experiences and the subsequent impact on their pedagogical development, this research
fills a significant gap in the literature. It also offers new insights into how reflective practices can
enhance teaching effectiveness, promote professional growth, and address specific pedagogical
challenges faced by ELT student teachers in secondary school settings. Through this
investigation, the study aims to refine existing theoretical frameworks on reflective practice,
especially in teacher education programs in non-English speaking contexts, thereby broadening
the scope of reflection-based teacher development.

3.2. Contributions to Research Methodology

This study employs a mixed-methods research design, combining both quantitative and
qualitative approaches, which adds value to the exploration of reflective practice. The use of
quantitative surveys allows for the identification of patterns, trends, and generalizations in the
reflective practices of a large cohort of student teachers, providing a broad understanding of how
common these practices are across different demographics. On the other hand, the qualitative
interviews provide an in-depth exploration of individual experiences, offering rich insights into
the personal reflection processes, challenges faced, and strategies employed by ELT student
teachers. By integrating both methodologies, this research ensures a comprehensive view of the
phenomenon, reinforcing the reliability and validity of the findings. Additionally, this approach
will contribute to the literature on mixed-methods studies in teacher education, particularly in
non-Western contexts like Vietnam, offering a methodological framework that can be applied in
similar educational settings.

3.3. Contributions to SGU Student teachers regarding Reflective Practice

This research offers significant contributions to the understanding and practice of reflection
among SGU’s ELT student teachers. By shedding light on the role of reflective practice during
the teaching practicum, the study will provide SGU students with a clearer perspective on how
engaging in systematic reflection can improve their teaching methods, classroom management,
and student engagement. The study's findings will serve as a valuable resource for SGU’s teacher
education program, offering practical recommendations on how to better integrate reflective
practices into the curriculum. This research will help students recognize the importance of self-
assessment and critical thinking in their professional growth, encouraging them to adopt more
authentic and continuous reflective practices beyond their practicum. Ultimately, the study aims
to foster a culture of reflective practice at SGU, leading to more self-aware and adaptable future
educators.

CHAPTER IV. RESEARCH METHODS

4.1. Research design:
The research investigates reflective practice among student teachers from SGU (Saigon
University) who are completing their teaching practicum at secondary schools in Ho Chi Minh
City (HCMC). This study will include a mixed-methods approach, which combines both
quantitative and qualitative research methods. The former will identify patterns and themes by
conducting a survey and questionnaires while the latter will be used to delve into the innermost
perspective of student teachers through interviews. Reflective practice, in this context, involves
the student teachers’ self-assessment, reflection on teaching methods, classroom interactions, and
the strategies they employ to improve their teaching effectiveness.
4.2. Settings:

Our research will take place at Saigon University, established in 1995 and located in Ho Chi
Minh City. It is a public higher education institution under the People’s Committee of Ho Chi
Minh City. The university was founded based on the former Ho Chi Minh City College of
Pedagogy and offers multi-disciplinary and multi-field training; undergraduate and postgraduate
programs, including PhDs, masters, full-time graduates, inter-college and college-to-university
transfer. There are currently 45 majors, including 33 non-pedagogical majors and 12 pedagogy
majors.

There are 510 students enrolled in the English Education program managed by the Department of
Foreign Language, and our data collection will target at least two-thirds of this total, ensuring a
significant representation of the student body within this field. This setting is ideal for gathering
insights and experiences from students specializing in English Education.

4.3. Participants:

This research article investigates a sample of over 50% of third- and fourth-year students
enrolled in the English pedagogy program at Saigon University. Participants will include both
male and female students aged 19 to 25 who have completed the following modules: Teaching
Methods in English 1, 2, 3, and 4, as well as Theory of English Teaching 1 and 2. The study will
administer questionnaires to students who have completed internships at secondary schools to
explore their perceptions regarding the practice of self-assessment during these internships.

4.4. Techniques:

This mixed-methods approach study will include both qualitative interviews and quantitative
surveys to gather data for research purposes. The qualitative interview technique is selected for
in-depth insights into the aspect of student teachers’ reflective practice, which can provide
detailed responses from the participants’ experiences and their nuanced perspectives with open-
ended responses. The interview will be conducted by the 10 most appropriate participants (based
on their survey results). These ten interviewees will be asked three to five questions about how
they do self-reflection during their internships.

To investigate the practice of reflection in the sample, the data collection will be partitioned into
two sections. In the first section, the survey technique will be conducted to identify patterns and
the preferences of those participants. The survey will be structured into three sections with 20-25
questions. The first section will investigate demographic information from the respondents,
including name, student number, academic background, and gender. The second section will
focus on questions exploring some specific aspects of the participants’ knowledge of reflective
practice. For the last sections, 10-15 questions in the Likert scale will be utilized to quantify the
respondents’ degree and extent of engaging in reflective practices. This structure will be useful
in addressing both the individual level and the group level patterns of reflective practice that
occur among ELT student teachers, reinforcing the study's validity and reliability of qualitative
data.

4.5. Procedures:

A mixed method will be used to do this research, consisting of a survey and interview that will
be introduced below.

4.5.1. Survey:

Step 1: Designing questionnaires:

To design questionnaires, some basic information will be asked in the first section to examine
whether they are appropriate for further interviews, and the second section will be questions
about their knowledge and use of self-reflection. The majority of questions will be made up
based on what we are researching, using the Likert scale to evaluate the response and reaction of
the participants.

Step 2: Piloting questionnaires:

After designing the questions for the survey, the question paper will be conducted with some
classmates or lecturers in the university to check whether the questionnaires are penetrable,
valid, or reliable. Unless they comprehend the questions in the survey, we will rewrite it with
simpler words. After the modification of the survey, it will be sent again to the aforementioned
people to complete and give us some feedback.

Step 3: Sending the survey:

After finalizing the questionnaire, it will be distributed to ELT student teachers at SGU within
two weeks. Both online platforms (e.g., Google Forms) and printed copies will be used to ensure
accessibility. Participants will receive clear instructions, an overview of the study, and
assurances of confidentiality. Reminders will be sent periodically to encourage responses. Data
collection will close after 1 week, and responses will be analyzed promptly. Quantitative data
will be processed using SPSS, while open-ended responses will be coded for qualitative insights,
ensuring reliable and timely results.

4.5.2. Interview:

Step 1: Design questions for the interview

To identify the deeper knowledge of the 10 participants who meet our demands, some questions
about knowledge and application will be asked. These questions will delve into how they
conduct self-reflection in teaching, and they are created based on some questions from the
survey. Additionally, some questions will be cited from previous literature if necessary.

Step 2: Piloting the questions:

We will set up a demonstration and invite three random participants to sit for this interview. In
this interview, we will ask the interviewees the questions that have been designed earlier and
then watch their reaction to those questions; otherwise, after asking them and receiving
responses, we will ask them for feedback on the comprehension and validity of the questions. If
the results are less positive and the interviewees show confusion, we must modify and simplify
the question, yet it remains penetrable.

Step 3: Set the interview:

Seven participants who are the most appropriate after doing the survey will be invited to sit for
an interview. The interview will be conducted online, and the time will be scheduled on the
weekend whenever they have free time. This interview will last 5 to 8 minutes for each
interviewee. During the interview, each talk will be recorded for further investigation and these
recordings will be kept private.

4.6. Tools:

To examine reflective practices among English Language Teaching (ELT) student teachers at
Saigon University (SGU) during their teaching practicum in Ho Chi Minh City (HCMC), a
mixed-methods approach was employed, integrating both quantitative and qualitative tools.

A structured questionnaire was used to collect quantitative data on general perceptions of

reflective practice and identify trends. This was complemented by semi-structured interviews
with a smaller group of participants to delve deeper into individual experiences, strategies, and
challenges. Interviews were video-recorded and transcribed to capture both verbal and non-
verbal insights for richer qualitative analysis.

Data analysis employed a reflective practice framework to systematically categorize participants’

reflections and identify patterns. Software tools, such as NVivo for qualitative data and SPSS for
quantitative data, ensured precise and organized analysis, providing a comprehensive
understanding of reflective practices during the teaching practicum. This mixed-methods
approach facilitated nuanced conclusions about the impact and role of reflection in the
professional development of SGU student teachers.

CHAPTER V. PROPOSED CHAPTER OUTLINE

CHAPTER 1: INTRODUCTION
This chapter outlines the study's background, importance, and goals, while also offering a
summary of the thesis structure.
1.1. Background of the study
1.2. Statement of the problems
1.3. Purpose of the study
1.4. Research questions
1.5. Significance of the study
CHAPTER 2: LITERATURE REVIEW
This chapter surveys existing literature to establish a foundation for understanding the
relationship between a teacher's reflective practice and a student’s learning progress.
2.1. Definition
2.2. Origin
2.3. Process
2.4. Benefits
2.5. Previous Study
CHAPTER 3: METHODOLOGY
This chapter describes the approach, design, and methods employed in collecting and analyzing
data to address the research questions.
3.1. Research design
3.2. Participants
3.3. Data collection instruments
3.4. Data collection procedures
3.5. Data analysis procedures
3.6. The summary
CHAPTER 4: FINDINGS AND DISCUSSION
This chapter analyzes and interprets the research findings in the context of the research
questions, compares them with existing literature, and examines patterns and relationships
between reflective teaching strategies and students’ learning achievement.
4.1. Findings
4.1.1. The quantitative analysis of teachers’ reflective practice strategies commonly adopted by
teacher students among classes.
4.1.2. The qualitative analysis of the effects of teacher's reflective practice strategies on students’
perceived learning achievement.
4.2. Discussion
4.2.1. Preferences or variations in reflective teaching strategies that students in English Language
Teacher Education classes at Sai Gon University commonly use during their teaching praticum.
4.2.2. The effectiveness of the identified reflective teaching strategies in enhancing the perceived
teaching achievement of students in English Language Teacher Education classes at Sai Gon
University during their teaching practicum.
4.3. The summary
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS
This chapter summarizes key findings, emphasizes contributions and discusses implications of
the field, highlights limitations while suggesting avenues for future research. In addition, this
chapter also provides practical suggestions for improving the quality of teaching practices and
the effectiveness of choosing strategies for effective teaching for students in English Language
Teacher Education classes at Sai Gon University during their teaching practicum.
5.1. Summary of the study
5.2. Summary of the findings
5.3. Implications and contributions of the study
5.4. Limitations of the study
5.5. Recommendations for future research
5.6. Conclusion

CHAPTER VI. RESEARCH LIMITATIONS

As with most studies, the current study's design is subject to limitations. First of all, our
participant pool for this research is limited to ELT student teachers from SGU who are
undertaking their teaching practice in secondary schools within the school year period of 2024-
2025 and 2025-2026. This specific focus excludes student teachers from other academic years
which may display different approaches to reflective practice due to the variation in training
programs and resources for each year. Consequently, the findings may not be generalizable
beyond our research context.

Due to time constraints, the process of data collection within a few months may not fully
illustrate the participants' reflective processes, potentially overlooking fluctuations in their
reflective practices throughout the practicum. This restricts the ability to observe long-term
reflective development or analyze the sustained impact of reflective practices on professional
growth.

Moreover, our research data, both qualitative and quantitative, will rely on participants’ self-
reports through their perspectives. Therefore, these reflections are subject to personal
interpretation and self-bias, where participants may present subjective opinions from themselves.
Such biases may impact the authenticity of the data and the reliability of the conclusions drawn.
For qualitative research, the presence of the researchers during the reflective discussion may
influence participants’ behaviors and responses. Student teachers may feel pressured to
demonstrate more deliberate or idealized reflective practices, which could affect the natural flow
of the interview as the participants might alter their answers according to the current atmosphere.
As a result, further investigations in the future might be needed for greater accuracy in our
observations on this topic.

CHAPTER VII. PROPOSED TIME SCALE

No. Research Activity Time

1 Choosing the research area and settling on a topic Week 1
2 Conducting literature review Week 2-3
3 Formulating objectives/research questions Week 4

4 Having objectives/research questions reviewed by supervisors Week 5

Conducting preliminary research

5 Week 6
Choosing research design

Sending out a pilot survey and solving potential problems

6 Week 7
Preparing official survey
 7 Collecting data Week 8-13

Downloading and cleaning data

8 Week 14
Analyzing data and selecting 10 participants for interviews

9 Conduct qualitative interviews with selected participants Week 15

- Transcribe and analyze qualitative interview data.

10 Week 16
- Cross-analyze quantitative and qualitative data.

Concluding and making recommendations

11 Week 17
Writing the first draft of a report

12 Writing the second draft of a report Week 18

13 Finalizing report Week 19

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