In 2008, the government of Vietnam announced the National Foreign Languages Project that required educators of English language to teach Vietnamese graduates to communicate confidently in English by 2020. Crowded classrooms, limitation of proper resources and lack of trained educators were some of the impediments in achieving the timely achievements of the goals of the project. In addition, due to isolation from knowledgeable people, the rural students have limited opportunities to practice reading, writing, listening and speaking in English. The isolation is exacerbated by Covid-19 pandemic. However for the better education of the students, it is important to overcome the existing impediments. In our presentation, we will demonstrate how we used a reflective framework to design Content and Language Integrated Learning lessons in English using Moodle, Facebook and Zoom digital technologies to teach undergraduate students from a small university in Vietnam, who were mainly from rural areas, and how we facilitated reflective learning among the students. We will present the aggregate profiles of 12 first-year students and evaluation of 60 pieces of their writings posted on our forums during 2021 and 2022. Our conclusions will provide recommendations for educators from English speaking countries, such as Australia, the UK and the USA, who wish to scaffold students from rural areas of Vietnam to learn to communicate in English independently and confidently, without having to travel to the areas. Our digital English Language Teaching and Reflective Learning approach will contribute to the English language development of students from rural areas.
In 2008, the government of Vietnam announced the National Foreign Languages Project that required educators of English language to teach Vietnamese graduates to communicate confidently in English by 2020. Crowded classrooms, limitation of proper resources and lack of trained educators were some of the impediments in achieving the timely achievements of the goals of the project. In addition, due to isolation from knowledgeable people, the rural students have limited opportunities to practice reading, writing, listening and speaking in English. The isolation is exacerbated by Covid-19 pandemic. However for the better education of the students, it is important to overcome the existing impediments. In our presentation, we will demonstrate how we used a reflective framework to design Content and Language Integrated Learning lessons in English using Moodle, Facebook and Zoom digital technologies to teach undergraduate students from a small university in Vietnam, who were mainly from rural areas, and how we facilitated reflective learning among the students. We will present the aggregate profiles of 12 first-year students and evaluation of 60 pieces of their writings posted on our forums during 2021 and 2022. Our conclusions will provide recommendations for educators from English speaking countries, such as Australia, the UK and the USA, who wish to scaffold students from rural areas of Vietnam to learn to communicate in English independently and confidently, without having to travel to the areas. Our digital English Language Teaching and Reflective Learning approach will contribute to the English language development of students from rural areas.
PRE. Room 6 (Building G4 - #P.04) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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