Script for presenter
Part 2. Course objective
Understand and analyze basic academic texts and
dialogues at the A1 level, identifying main ideas and
supporting details in listening and reading passages.
Produce and present short written paragraphs and oral
responses of 20–50 words that demonstrate control of core
grammar structures and high-frequency vocabulary.
Apply effective test-taking strategies—such as skimming,
scanning and process-of-elimination—to improve accuracy
and speed in multiple-choice and matching items.
Demonstrate improved pronunciation and fluency in
everyday conversation through guided drills and peer-
feedback activities.
Develop critical thinking skills by evaluating sample
responses and reflecting on personal strengths and areas for
improvement.
Gain confidence in using English in both group projects
and individual tasks, fostering a positive attitude toward
ongoing language learning.
Part 3. Need analysis
“To determine our learners’ needs, we employed three informal
methods:
1. Diagnostic entry test: At course start, students
completed a short listening, reading and writing paper to
gauge baseline skills.
2. Teacher interviews and classroom observation: We
spoke with previous instructors to identify recurring
challenges—particularly in grammar accuracy and
vocabulary breadth—and monitored student participation
in group tasks.
3. Parent and student surveys: Through brief
questionnaires and discussions, we learned that most
students aim for a minimum IELTS Band 4.5 for high school
graduation, and many have limited outside-school exposure
to English.
Key findings:
Goals/Motivations: Over 80% seek to fulfill graduation
requirements or prepare for study-abroad applications.
Many also wish to travel or engage with English media.
Skill gaps: Listening remains the weakest skill, with
students struggling to identify gist; reading shows some
literal comprehension but limited inference ability; writing
is often hampered by basic grammatical errors
Preferences: Students favor interactive, technology-
enhanced activities (e.g., online quizzes, group games) over
lecture-style lessons, and appreciate clear, structured
pacing.
Limitations:
Because UEF and NTN did not conduct formal institutional
studies, our data rely on informal teacher feedback and self-
reported learner perceptions. While this approach provided
useful directional insights, it lacks the statistical rigor of a full
needs analysis survey. We will address this by integrating
ongoing formative assessments and periodic reflective surveys
throughout the course.”
4. Situational analysis
a. institutional factor
Schedule and curriculum: The program runs six 45-minute
sessions per week over 30 weeks, embedded in a test-oriented
school culture that values IELTS outcomes for graduation
Course Syllabus.
Class size and resources: Classes average 20–25 students
and meet in a multimedia-equipped room with projector,
whiteboard, and a language‐lab for listening practice.
Policies: Attendance above 80% and 80% homework
completion are mandatory for exam eligibility; this promotes
accountability but can create stress for students balancing
extracurricular commitments.
b. Teachers' factors
• Qualifications: Instructors hold a degree in TESOL or
pedagogical certificate.
• Training and PD: Access to UEF’s monthly workshops on
assessment rubrics and communicative methodology
enhances teaching quality.
• Constraints: Instructors must align with NTN’s prescribed
pacing guide and textbook (Life A1-A2), limiting flexibility
for additional authentic materials.
C. learners' factors
• Proficiency and motivation:
• Mixed proficiency within A1 band --> requires
differentiated scaffolding.
• Forced to come the class
• Learning preferences: Learners enjoy pair work and
gamified reviews but often hesitate in open-ended speaking
tasks due to anxiety.
• Attendance and engagement: Some students miss
sessions due to after-school jobs or sports, impacting
continuity; peer support and make-up quizzes help mitigate
gaps.
D. Social and external factors
• Low stakes environment. Since performance in this
foundation course does not impact students’ core academic
grades, roughly 80% of learners approach the class with a
relaxed attitude. Their primary goal is to improve overall
English proficiency rather than achieve a specific IELTS
band, so test-related anxiety remains low.
• Motivation centered on language development. Most
students enroll to strengthen practical communication
skills instead of preparing exclusively for standardized
exams, which further reduces performance pressure.
• Technology and connectivity constraints. At the Binh
Duong campus, institutional policy prohibits the use of
personal devices both inside and outside class. As a result,
assigning and collecting online exercises is challenging—
particularly for boarding students who may only return
home late on Fridays or Saturday afternoon, limiting their
internet access for homework submission.