Watch Recording
Zoom 2 Oral Presentations (30 minutes)
Oct 16, 2020 10:30 AM - Aug 31, 2021 11:00 AM(Asia/Ho_Chi_Minh)
20201016T1030 20201016T1100 Asia/Ho_Chi_Minh Creative Activities in English Classrooms: A Task-Based Approach to Empower Learners’ Autonomy

Task-based language learning and teaching has been increasingly known for its distinct edge in empowering learners' functional competence. Learners must master each part and incorporate it into their knowledge of the target language. (Pauline, F:1999). This practitioner study reports the findings to the two research questions on (1) How to apply digital tools in English classrooms? and (2) How effective is it in improving English skills through "30 Days Learning English non-stop"? The subjects targeted are pupils of Grades 2 and 3. During the period of 30 days of non-stop learning English, the pupils are challenged to apply the shadowing technique to make 30 video responses submitted daily. The challenge aims to develop students' basic reading skills and their knowledge of pronunciation, intonation and contextual vocabulary of the target language. To support and facilitate the learning process and foster the learners' autonomy in improving their language skills, the instructor provided them with a teacher-made video giving step-to-step instructions on how to use Flipgrid at the early stage and corrective feedback in terms of the learners' acquistion of the language. The study reveals that pupils can learn more effectively with selective videos at the level of proficiency. Moreover, this study can help create a learning community where learner autonomy is fostered and become a foundation for subsequent tasked-based activities to increase learners' output in English learning.

Zoom 2 VietTESOL International Convention 2021 convention@viettesol.org

Task-based language learning and teaching has been increasingly known for its distinct edge in empowering learners' functional competence. Learners must master each part and incorporate it into their knowledge of the target language. (Pauline, F:1999). This practitioner study reports the findings to the two research questions on (1) How to apply digital tools in English classrooms? and (2) How effective is it in improving English skills through "30 Days Learning English non-stop"? The subjects targeted are pupils of Grades 2 and 3. During the period of 30 days of non-stop learning English, the pupils are challenged to apply the shadowing technique to make 30 video responses submitted daily. The challenge aims to develop students' basic reading skills and their knowledge of pronunciation, intonation and contextual vocabulary of the target language. To support and facilitate the learning process and foster the learners' autonomy in improving their language skills, the instructor provided them with a teacher-made video giving step-to-step instructions on how to use Flipgrid at the early stage and corrective feedback in terms of the learners' acquistion of the language. The study reveals that pupils can learn more effectively with selective videos at the level of proficiency. Moreover, this study can help create a learning community where learner autonomy is fostered and become a foundation for subsequent tasked-based activities to increase learners' output in English learning.

Lecturer
,
University of Languages and International Studies, Vietnam National University, Hanoi
English teacher
,
Phan Chu Trinh High School
Lecturer
,
University of Languages and International Studies, VNU Hanoi
Lecturer
,
University of Foreign Language Studies - The University of Danang
Mrs. Huyen Do
Lecturer
,
Van lang University
Ms. Binh Nguyen
Teacher
,
Self-employed teacher
Lead Teacher
,
Australian Centre for Education, IDP Education Cambodia
Specialist
,
Secondary Education
Mr. Vantha Phally
Center Manager
,
UCMAS Cambodia
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