Phan Thi My Hanh

MY HANH’S PRACTICUM REFLECTION:

A SOLID FOUNDATION FOR PROFESSIONAL AND PERSONAL DEVELOPMENT

Although several weeks have passed since the conclusion of the PRACTICUM program, I still find myself lingering on the meaningful experiences gained during the trip. Despite its brief duration, the program offered invaluable insights into my professional skills and fostered positive shifts in my perception. These developments are expected to significantly contribute not only to my future professional career but also to my personal growth.

In terms of professional skills, I had exceptional opportunities to sharpen my assessment skills and reflective observation skills through class observations and a demo-teaching session at the prestigious Foreign Trade University (FTU). One of the highlights was observing a class conducted by Ms. Thanh, a friendly and experienced lecturer from the Faculty of English for Special Purposes. Her lesson was thoughtfully structured, primarily based on textbook activities, but enriched with supplementary authentic materials to engage students and develop their transferable skills. The most striking aspect of the observation was the lecturer’s dynamic and effective interaction with her students. Ms. Thanh’s warm personality created a friendly classroom atmosphere where students felt comfortable expressing themselves. Her natural ability to encourage student participation highlighted the importance of establishing student and teacher rapport in language learning classes. Although the observation time was limited, I gained all-round visions that informed my approach to the subsequent demo-teaching session. Moreover, the demo-teaching session, along with the prior preparation time, provided me with a once-in-a-lifetime chance to assess my groupmates’ teaching styles and pedagogical practices. Firstly, Ms. Cam showed me how to be calm and naturally charming in the classroom. Her logical and structured teaching procedures inspired me to be more rational in the lesson preparation. Phuc, whom I have consistently regarded as an inborn teacher, also exceeded my expectations for his teaching practice. His remarkable flexibility, good-natured humor, and positive energy create a convivial atmosphere during the lesson. Duc, the youngest member of our team, made excellent use of his generational strength to successfully integrate technology into his teaching. His innovative methodology encouraged me to utilize more cutting-edge technological tools in my teaching practice, recognizing that it would enormously reinforce my future teaching practice. While Duc indicated a fresh and young presence, Mr. Bao Anh demonstrated his part as an experienced teacher. With a supportive and calm manner, he delivered a coherently sequenced lesson full of relevant and engaging activities. Similarly, Ms. Lan provided a professional and flexible teaching style. Her ability to manage the time and encourage students’ participation was noteworthy. Collaborating with these talented and distinctive teachers was a rare privilege. These observations honestly broadened my perspective and shed light on my teaching development.

In addition to developing professional competencies, I achieved significant growth in transferable skills such as communication, critical thinking, and leadership. One of the most important lessons I learned from the trip was the value of clear and effective communication, which was essential in not only academic but also social contexts. Within our group, effective communication facilitated collaboration during seminar preparation and integrated teaching sessions, even when differing opinions emerged. It also enabled us to engage confidently with new lecturers at Foreign Trade University, fostering mutual understanding in a professional atmosphere. The practicum also offered opportunities to enhance my critical thinking, particularly when developing a seminar topic without prior knowledge of the student’s backgrounds. My group and I had to critically evaluate our ideas to ensure that the topic would be both engaging and relevant to a new audience. My critical thinking skills were also enhanced through the demo-teaching session and class observations. These experiences encouraged me to engage in immediate reflection, not only on my teaching practices but also on those of my peers. This process allowed me to acknowledge our strengths and identify specific areas that required improvement. More importantly, I was allowed to take on the role of group leader, which contributed greatly to the development of my leadership skills. Although I had previous experience in leadership roles during the TESOL program, this occasion made a noticeable difference. I became more aware of my responsibilities, especially in terms of keeping my team informed and updated. I took the initiative to gather information regarding the workshop, seminar, and classroom sessions, aiming to support our group’s preparation and participation. While I admitted that there were still weaknesses in my leadership, I believed that this valuable time laid a strong foundation for my continued growth in this area.

Beyond enhancing these valuable skills, the practicum led to a positive change in my perception in which my mindset transitioned from “being fully prepared for everything” to “being open to whatever comes”. During my TESOL program, I had been accustomed to spending over a week preparing for teaching presentations. Thus, when our group received the lesson information only four days before the session, I felt extremely insecure at first. However, the situation taught me that in real teaching contexts, time constraints are frequent, and adaptability is required. That positive mindset allowed me to overcome initial anxiety to create a detailed preparation schedule, develop the lesson plan, and stimulate the rehearsal process. Thanks to the generous support of Ms. Nu Anh and my teammates, I was able to revise the lesson plan multiple times to better suit the learners’ needs. Another test challenging my old perception was experiencing a health issue during the practicum. Despite the layer of difficulty added by the flu, I regarded this setback as a realistic challenge teachers may face in their careers. Confronting this obstacle further made my practicum more meaningful and rewarding.

In a similar vein, the practicum also significantly reshaped my perceptions of the teaching profession. One of the most profound outcomes was the opportunity to step outside my established comfort zone. Being accustomed to teaching teenagers, this was my first experience imparting knowledge to university students in a highly academic and prestigious university in an unfamiliar city. While I initially experienced tension, this occasion ultimately bolstered my confidence and reinforced my commitment to the profession. Teaching at Foreign Trade University and collaborating with experienced lecturers, Workshop and Seminar presenters, and dedicated peers heightened my awareness of expanding my linguistic knowledge and improving my pedagogical competencies to meet the increasing demands of the field. By the end of the trip, I gradually recognized that stepping out of my comfort zone was truly a blessing, as long as I remained self-improving and adaptable within that “uncomfortable” space.

In conclusion, I feel a deep sense of gratitude for being part of the MATESOL23 cohort. The invaluable support provided by the faculty, especially the supervision from Ms. Nu Anh, along with the thoughtfully designed practicum experience, not only contributed to my professional advancement but also my personal development.

Pham Thi Cam

Practicum Reflection: A Journey of Growth and Learning

It was a great honor for me to be a part of the MA TESOL practicum to Foreign Trade University (FTU), Hanoi in April this year. The practicum trip was not only an opportunity for me to apply pedagogical knowledge in real-world contexts, but also a valuable experience that helped me grow across several professional competencies. Reflecting on this journey, I gained meaningful insights in different areas.

Throughout the practicum, I had the chance to observe a lesson taught by one of the FTU lecturers, which allowed us to be better prepared for the subsequent microteaching. I also observed and assessed microteaching presentations of my peers. This process sharpened my analytical skills as I learned to evaluate lessons based on various aspects, including lesson structure, engagement strategies, and classroom management. Each member of my group has their own strengths that I find well worth learning. With the thorough feedback and comments from our supervisor, I have acknowledged what I lack and what I need to improve to be more flexible in a new demanding teaching environment while remaining true to who I am. On rehearsal days before the practicum, providing feedback on my peers’ performances required me to be both critical and constructive. I also appreciated receiving feedback from others, which further helped me see teaching from multiple perspectives and enhanced my self-awareness as a teacher.

Planning was another key element of the practicum experience. From designing microteaching lessons and preparing for workshops or seminars to co-organizing the field trip and the gala dinner, I learned how to maintain a balance between idealism and realism to achieve a satisfying result for all. Each event demanded forward thinking, effective teamwork, and great adaptability. Our team closely worked together from the very beginning steps of analyzing the materials (the coursebooks used in FTU classes) to the steps of finalizing the lesson plan tailored to our FTU students. I also joined the team of organizers to prepare for the workshop and seminar events. These activities helped me understand the importance of abilities to deal with ongoing changes in a professional manner.

Moreover, working closely with my peers, our supervisors, FTU teachers, and students helped me refine my communication skills. I became more mindful of how I express myself, especially in cross-cultural settings. I learned to listen more actively, and figured out many crucial points from the way the leaders of the English Faculty in FTU delivered speeches in meetings or social events, and from the way the FTU teacher taught their students or gave us advice or encouragement. I believe that clarity, moderation and tone are highly significant in effective communication, particularly in the setting of teaching and learning.

Teaching and observing in a local context also highlighted the importance of cultural sensitivity in the classroom. At the start of the microteaching, I approached teaching with a structured mindset, which made me feel shocked because soon later I realized that the needs, expectations, and learning styles of FTU students required more than rigid adherence to plans. Students responded better to interactive, collaborative methods that incorporated authentic communication and practical relevance. Although I finally found it hard to adapt myself to the new energetic environment, mostly because of my personal characteristics, I became more aware of how cultural values, communication styles, and educational expectations shape classroom dynamics. In future opportunities, I would take realistic cases and real-world language tasks that reflected students' interests into careful consideration.

Finally, the practicum allowed me to understand leadership roles, whether it was facilitating a workshop, managing a group task, or helping to coordinate the gala event. By observing others in their roles, I learned to adapt quickly to unexpected changes and take initiative when needed. It also taught me the value of collaboration, empathy, and responsibility. These experiences helped me grow into a more confident and responsible team member.

Thanks to the support and dedication of the lecturers and the staff of the Faculty of English Linguistics and Literature (USSH) and the Faculty of English for Specific Purposes (FTU), we had such a professional and unforgettable practicum. I am deeply grateful to all of our instructors, especially to Ms. Vo Thi Nu Anh, our main supervisor, for the crucial assistance and guidance during the experience. The supervisors are excellent models of dedication, determination, and lifelong learning in the pursuit of professional growth. And I would like to thank my teammates and other postgraduate students in this cohort for their support and sharing during the trip as well as the whole course.

All things considered, the practicum trip was a comprehensive, rich educational opportunity. The experience has reinforced my commitment to continuous learning and to being a teacher who not only teaches English, but also learns from the diverse communities. It enabled me to step beyond my comfort zone, engage in meaningful collaboration with others, and develop the abilities necessary to develop into a thoughtful and successful TESOL teacher.

Nguyen Thi Ngoc Lan

The TESOL practicum, a required component of the Master of TESOL Course at USSH, is specifically designed as a space for student teachers to gain practical teaching experience in a formal setting, rather than in simulated environments. This experience differed significantly from typical internships for graduates that primarily aim to test their classroom strategies, refine lesson delivery, and build confidence in instructional skills. The practicum trip at Foreign Trade University in Hanoi, on the other hand, enabled me to explore my own thoughts, strengths, and aspirations more deeply in relation to my career.

During the practicum, I participated in various professional tasks, including lesson planning, group discussions, rehearsals, peer assessments, class observation, a seminar, a workshop, and a gala night. These were not isolated tasks but interconnected experiences that strengthened my teaching practice, leadership, and especially my interpersonal communication skills.

One of the most significant challenges was delivering the most demanding section of a two-hour and fifteen-minute Business English class at level B1 plus. Despite a generous offer from Mr. Bao Anh to switch roles in the last section of the lesson plan, I decided to take up the challenge with curiosity and a desire for growth. With limited resources and time I could allocate, I learned to adapt lesson content for business-related purposes, make instructional decisions, and use student-centered project work to achieve my teaching goals. This experience was particularly new since I was normally exposed to general and academic English.

Despite the shortage of time, I finally completed the fundamental activities of my lesson plan. Even though I was a bit disappointed with my performance, I collected new inspiration and insights from my friends’ performances. The caring and softness in the teaching instruction of Ms. Hanh, the intricacy of Mr. Bao Anh’s games and vocabulary teaching activities, the inventiveness of Mr. Duc while delivering the lesson, the elegance of Mr. Phuc when interacting with students, and the comprehensive arrangement of Mrs. Cam. All their shining traits made my practicum more valuable and memorable.

The most unexpected, yet vital, skill I developed was the ability to communicate effectively across diverse age groups and working styles, particularly during group coordination. Planning the gala night with younger team members and navigating different communication preferences required my patience and emotional flexibility. I came to value collaborative leadership, a mode of leadership grounded not in authority, but in listening, empathy, and adaptability.

The most significant transformation, however, occurred within. Before the trip, I harbored both pride and prejudice, subtle biases formed from past experiences, fears about working in unfamiliar cultural contexts, and rigid expectations about how tasks “should” be done. Hanoi’s northern formality contrasted sharply with my southern casualization, yet I gradually learned to embrace cultural diversity with openness instead of retreating. Interactions that used to trigger my discomfort became less prominent when I reconsidered the purposes of the visit and relevant activities.

An emotionally intense moment came when a teammate openly questioned the validity of my lesson section. Her feedback was harsh, and I still feel the pain. I spent the night revising my plan with a heavy heart. However, the experience taught me that criticism can be a powerful mirror for growth. I learned to regulate my emotions, cooperate for the sake of the unity of the whole team, and respond rather than react (which I think I failed at a bit).

Equally valuable was the realization that not every teaching moment needs to be perfect. When the first two members failed to keep track of time, other team members, including me, had to modify our plan immediately. Although I felt defeated when engaging a fatigued class and wrapping up under pressure, I later recognized that resilience and flexibility are just as essential as precision in the classroom.

This trip would not have been possible without the continuous support of USSH professors, whose vision for an innovative education continues to inspire the MA TESOL 23 cohort. I am deeply grateful to our supervisor, Dr. Nu Anh, whose guidance and gentleness kept us grounded and focused even amidst chaos. To my teammates, thank you for your energy, creativity, and courage. Working with you all taught me more about teamwork than any textbook ever could.

The practicum has not erased my pride or prejudices but refined them. It has shown me that professionalism is not perfectionism, but purpose-driven growth. It has taught me that learning happens in well-lit classrooms and in the shadows of discomfort, disagreement, and unexpected change.

Moving forward, I bring with me not only new teaching strategies but also a renewed commitment to empathy, humility, and collaboration. I may have missed out on a fuller exploration of Hanoi’s beauty this time, but what I gained was far more enduring: a clearer vision of the educator and the person I aspire to become.

Nguyen Tien Duc

To be honest, I didn’t expect much from the practicum at first. As in-service teachers, most of us had already done countless demo lessons. I thought it would be just another routine requirement—something to check off the list. But what I experienced was far from that. The practicum turned out to be a deeply meaningful journey that challenged me, surprised me, and changed me in ways I didn’t see coming.

Before this, I had always been a “soloist.” Whether in teaching, researching, or even social life, I preferred to work on my own. I liked having control and found group work draining, especially during my master’s programme. There were moments when group projects didn’t go smoothly, often because I struggled to compromise or accept different perspectives. I know I’m a reflective person—I’m always analysing myself, trying to understand my own strengths and flaws. Over time, that self-awareness helped me grow bit by bit. Still, it wasn’t until this practicum that I truly saw how far I had come.

Planning our demo lesson and seminar together was a real test of teamwork. But instead of resisting, I found myself more open—more willing to listen, to let go, and to trust others. I learned that differing opinions are not something to fear but something to respect. In the past, I would get upset when people gave me blunt feedback. But during this practicum, I learned to look beyond the tone and focus on the intention. My friends weren’t trying to hurt me—they genuinely wanted to help me improve. And once I learned to view their feedback through a lens of compassion, everything felt lighter. I realised that teamwork is not just about sharing responsibilities; it’s about sharing care, understanding, and kindness.

There were moments that touched me deeply. One night, I asked my teammates to come to my room and listen to my rehearsal. I expected some hesitation—after all, we were all tired. But to my surprise, no one said no. Even one member who was unwell showed up, without a word of complaint. They also checked in with me constantly, asking if I needed anything. That quiet, unwavering support meant more to me than I can express.

Professionally, this practicum also marked a turning point. Throughout my MA TESOL journey, I was still learning how to be a researcher. But the practicum pushed me into a new space—where I wasn’t just learning from others, but sharing what I had learned with a real audience. No longer were we presenting for lecturers or classmates. This time, we were engaging with teachers and students who expected something practical and valuable from us. It was a powerful shift. Suddenly, it wasn’t about grades anymore. It was about the passion for knowledge dissemination.

I’d had a chance to present at a TESOL conference before, but that was different. Back then, I simply reported my research findings. During the practicum seminar, however, I had to introduce and demonstrate an AI tool for academic writing—and more importantly, ensure the audience could use it confidently. I had to move around the room, engage with participants, and respond to questions on the spot. I felt more present, more connected, and more fluent than ever before. Many told me the Q&A session went really well, and hearing those words from my peers and our lecturer, Ms Phuong, made me incredibly proud. But I know I didn’t do it alone. My teammate supported me the whole way, helping participants during the practice session and giving me the confidence to focus on what I was doing.

And then, there was Hanoi.

That trip was the heart of it all. Walking through historical streets, sharing meals, getting lost and found, laughing until our cheeks hurt—it brought us together in a way no classroom ever could. I got to see new sides of people I thought I already knew.

Ms Cam felt like an older sister—strong, dependable, always looking out for everyone. Ms Hanh treated me like her little brother, constantly worried about where I was, especially when I got lost! Mr Phuc was our hidden gem—his sense of humour always lifted the mood when stress ran high. Mr Bao Anh, quiet and calm, brought a kind of peaceful energy that grounded the whole group. And Ms Lan—always full of energy and ideas—gave me thoughtful feedback that helped shape my lesson and seminar. She was so approachable and warm, which made it easy for me to learn from her.

Even now, the practicum still stays with me. The sleepless nights, the laughter, the little moments of care—all of it has become a memory I carry with deep gratitude. I learned that growth doesn’t always come in grand moments. Sometimes, it’s in the quiet acts of support, the hard conversations that lead to understanding, and the courage to step into a role you once doubted you could handle.

Most of all, I learned the beauty of being part of a team—where you’re not just working together, but growing together.

Nguyen Minh Phuc

THE TRIP IN MY REMINISCENCE
It was an honour for me to have a practicum at the Foreign Trade University. I heard about this institution as far back as when I was in secondary school. The practicum gave me the opportunity to experience a novel teaching environment where I have gained valuable knowledge that enriches my teaching experience. The trip forever remains a precious artefact in my memory.

When I was informed that the practicum would take place at Foreign Trade University in Ha Noi, my feelings were indeed a mess. First, Ha Noi is my mother’s hometown, it would be more of a trip, but rather a comeback; second, the university is a bit beyond my expectation, its reputation really overwhelmed me with anxiety. My worry was even deepened when Ms.Hang (the admin of Postgraduate Dept) announced the trip would be three weeks ahead and the list of activities was so tight. Six of us, group 4.1, led by Dr.Nu Anh (we often call Mama Vo), hastily organize things and crank up our spirit. Nights with meetings, days with preparation, we were all confused and anxious, especially when the teacher of the class we had the Teaching Demo did not reply to our email, while the day was creeping up on us. We just smiled it off!

The day came. We finally got on the newest aircraft of Our Pride’s Vietnam Airlines. As we touched the soil of Hanoi, we were welcomed by the hot and dry weather as it comes at the outset of the Hanoi-featured summer. We toured around the city, which to me is antique and noisy. We came to Tran Quoc pagoda, the Buddhist Temple that dates back to over a thousand years. Then, we took a walk around the “Ancient Quarter” where buildings still retain the typical Indochine design, with some are braced with scaffolding that makes standing below no less than a game of life and death. We tried egg coffee, a must-try specialty in the area. After the drink, we walked on in the middle of Pho Co, where traces of modern architecture are gradually dominating the old.

On the second day, we came to FTU, where we received a surprisingly warm and hospitable welcome. Ms.Thoa, the Vice Dean, treated us with tea and some snacks, and asked a few questions to warm the atmosphere. Later, some “home” teachers led each group to the classroom where we had an observation. Indeed, I was so surprised by not only the well-decorated classroom but the students’ enthusiasm in learning and their engagement in the lesson also impressed us greatly. We loved the ways the students participated in the lesson, which is a hundred miles different from the “normal” learning style often seen in our students. Nervous but excited, we had to work it out into our teaching style and lesson plan. On the same day, the workshop formally took place in the conference room of FTU in the afternoon. Both FTU and USSH researchers presented their studies with great eagerness, showing a deep understanding of ELT teaching and researching, as well as a sensitivity towards the integration of the latest technologies in teaching English. To me, the most special and impressive session was the topic of adopting LGBTQ+ materials presented by two friends of mine from USSH. It highlighted the growing embrace of society to the marginal LGBTQ+ community. Heartfelt by the presentation, I commented on the group of researchers as those who dared to walk on a less-walked path, whose contribution was a voice in favor of LGBTQ+, especially in the area of ELT. There was actually more to say than this much, but I just save the words for later.

We started the third day quite early in the morning. The breakfast was tasteless as we were not in the dining mood. Finally, we stepped in the class in a warm embrace of the teacher - Ms.Huong and her lovely students, with two other lecturers of the Faculty of English for Specific Purposes also joining the class. The teaching demo ran so smoothly. The students were very eager to learn with the teachers coming from afar, which made us feel deeply moved. It turned out not to be as stressful as we had felt before. It was great!

THE TRIP THAT ENRICHES MYSELF.

The practicum at FTU left me with a great deal of feelings and emotions. Beyond it, I have learned so much from the experiences with the people I work with.

From Foreign Trade University, I really appreciate their efforts in seeking solutions for the practical situations. Listening to the presentations of the students and teachers from FTU, with the topic of using Chat GPT in learning English, I figured out that what they are interested in really aligns with the FTU’s philosophy, which is to stay “associated with practicality”. In the observation of Ms. Thanh’s class, I realized she was so hospitable, friendly, and truly dedicated to the teaching professions. I believe that this is also true for other teachers of FTU as well. Observing the students, especially in the Seminar, I knew why this is “the school of elite”, as the students were eager to ask for discussion, they engaged in the topic to learn something, they did not refrain themselves from asking us for help, which all represent a genuine learning spirit. Such an active manner in learning really captivated our teacher’s hearts, which made us desire to do more for them.

From my group members, I have picked up many valuable lessons. If Ms.Cam, a mother of a child, taught me to be careful of each and every detail of the slides and to appear the most prepared in special events, Mr. Bao Anh gave me the lesson of being calm in most situations, even if it is against our wills. He also impressed me with his gentle appearance in front of students, being supportive and encouraging students to move forward. With the advantage of a slender appearance and a soft voice, Ms.Hanh taught me to be a slender teacher to win the heart of the students, thus they are more motivated to learn and open to the teacher. One thing I never forget when observing Ms.Cam, she appeared to be a very supportive teacher, giving feedback all the way along the lesson, moving back and forth with careful observing eyes to see if students needed help. She represents a model of an ELT teacher in my imagination. Mr.Duc, the youngest member, did a very wonderful job in presenting the use of NotebookLM in the seminar for writing literature, and used Padlet to organize collaborative writing in the classroom, which was very productive. No one in my group is more energetic than Ms.Lan, to be honest. She fostered a productive, energetic and friendly ambiance in her lesson, which made the students engage attentively to her lesson. In short, what I have learned from the practicum from my group are the active integration of technology in teaching, the professionalism in the role of teachers, the ways to motivate learners along the way, the great adaptability to diverse contexts, and finally, but most importantly, the “team spirit”.

The practicum has caused a change to my thinking, by giving a chance to reflect and identify what needs to be fixed and fulfilled for a better version of “me”. I used to be a person who was so reluctant for changes. I used to be a teacher that thought the best way to teach is “fears first to foster the later independence”. I used to think that technology is merely a “vogue” which is fraught with risks and short-lived. However, I changed my mind after the trip. The people I worked with during the practicum have proved what I used to believe is flawed. Students also eagerly learn without fear but with a more tender and supportive manner like what Ms.Cam or Ms.Hạnh did. Technology is not short-lived or fraught with risks, but it helps us greatly in teaching, as Duc has shown. And being a teacher is not a job, a title, but a highly valued mission, in which every act must be for students, even turning the back to students is not encouraged either, as Quy, a member of another group showed us. The last emotion that perks on my heart is gratefulness. I am so grateful, to the Faculty of English Linguistics and Literature, to Mr.Nguyen (the Dean), Ms.Nu Anh (the great teacher in my heart), Ms.Phuong Nhi (my beloved teacher), Ms.Minh Phuong (a super friendly teacher), for giving me this golden chance. I am thankful to the Faculty of English for Specific Purposes at FTU for their wonderful hospitality. Finally, as this trip was held on 20/4/2025, which was near the anniversary of the 50th year since Liberation, I am so grateful for the peace and happiness that were gained at the expense of blood and bones by veterans and martyrs in the Resistance War against America. All in all, thanks for all the things I received from the trip, all of the memories will be in my heart forever.

Nguyen Ha Bao Anh

The 2025 practicum at the Foreign Trade University (FTU) was a remarkable and worthwhile experience. Despite its brief duration, the practicum significantly enhanced my professional development as a TESOL practitioner. In addition to practicing teaching, I was able to expand my knowledge and abilities and, more significantly, fortify my bonds with my amazing teammates.

One of the most important parts of the practicum program was micro-teaching. After receiving materials for the demo class, our group members worked together to make the best preparation for the lesson that we could in a limited time. We also followed invaluable suggestions from Ms. Nu Anh, our supervisor, to improve our lesson plan. However, after observing a class at FTU to get familiar with the course content and students’ learning styles, my group did a rehearsal session to adapt our lesson accordingly. During the rehearsal, our group members gave each other feedback to improve their parts. As for me, after being reminded by my friends, I tried to shorten the instruction part and increase the time for students to practice and interact more. However, during the micro-teaching session, our group realized that adapting was not only necessary during the preparation process but also for actual teaching. There were many factors that we did not anticipate, such as the level of student interaction or the number of students attending the class. In the class we did micro-teaching; students interacted less actively than in the class we had observed before, so each group member had to adjust their teaching methods accordingly. The grouping in the class also had to be based on the number of students attending the class at that time. In addition, the lesson content was quite long, so we also had to turn some of the activities in the textbook into homework to complete the lesson within the allotted time. After the micro-teaching session, our group also received many wonderful comments from the teachers at FTU and Ms. Nu Anh regarding our teaching styles. These comments remarkably help us improve ourselves and prepare well for future teaching. Furthermore, I also learned a lot from my group members. The caring style of Ms. Cam and Ms. Hanh, the creative integration of technology (Padlet) in teaching of Mr. Duc, and the way Ms. Lan and Mr. Phuc energized the class all inspired me on how I can manage my class in the future.

Regarding the workshop, our group had the opportunity to engage ourselves in evolving issues in English language teaching (ELT). With the theme Innovative Teaching Practices in ELT: Collaboration, Inclusion, and Technology in the AI Era, the presentations in the workshop provided participants with invaluable insights on issues that are becoming hot trends in all fields, including English teaching and learning. Before the practicum, I did not value technology integration in ELT much and preferred the traditional way. I thought only by real practice could students improve their language skills, not depending on some AI tools to generate ideas for them. However, after watching these presentations, I realized that using AI inside and outside the classroom is unavoidable, and all English teachers should equip themselves with essential skills in using different types of AI.

In the seminar, my group presented the topic Using AI in Academic Writing: Synthesizing Sources. The main presenter was Mr. Duc, but the other members all supported and contributed during the preparation process as well as during the presentation. I learned a lot during this support process. While preparing for the seminar, each group member had to practice using the NotebookLM tool very carefully and learn its features thoroughly to be able to best support students in the practice session of the presentation.

The Practicum 2025 program offered all group members the chance to engage in networking and communication in addition to academic pursuits. One of the best times to do that was at the Gala dinner. During the preparation for the Gala, with the encouragement of my friends, I also tried to step out of my comfort zone and took on the task of designing the backdrop and supporting video editing even though they are areas that I am not very knowledgeable about. I am very happy that my products were well received by everyone and contributed to a successful Gala. I believe that these experiences would help me a lot in the future because the scope of work of a practitioner in ELT is not only teaching.

In addition, local cultural experiences were also a meaningful part of this Practicum program. They helped the group members bond more closely together. We had the opportunity to visit a few famous places and understand more about the culture and traditions of the Hanoi people. I believe that understanding the culture in which one teaches plays a significant role in effective communication between teachers and students and helps teachers prepare more effective lessons.

Finally, I would like to express my sincere thanks to the Faculty of English Linguistics and Literature, University of Social Sciences and Humanities - HCMC National University, and Faculty of English for Specific Purposes, Foreign Trade University, for helping us organize such a meaningful program. My group and I have learned a lot of knowledge and skills through professional teaching practice and participating in many academic activities. The spirit of solidarity in teamwork was demonstrated throughout the trip. In addition, I am also very grateful to Ms. Nu Anh, the group's supervisor. She has been extremely dedicated to guiding us from the preparation stage to the end of the program. Her comments and suggestions will follow us throughout our future study and work.