Skkn cấp tỉnh some measures to develop high school students’ self study skills in the context of the control over private tutoring in vietnam

THANH HOA DEPARTMENT OF EDUCATION AND TRAININGHOANG HOA 4 HIGH SCHOOL EXPERIENTIAL INITIATIVE Sáng kiến kinh nghiệm SOME MEASURES TO DEVELOP HIGH SCHOOL STUDENTS’ SELF- STUDY SKILLS IN T

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

HOANG HOA 4 HIGH SCHOOL

EXPERIENTIAL INITIATIVE( Sáng kiến kinh nghiệm)

SOME MEASURES TO DEVELOP HIGH SCHOOL

STUDENTS’ SELF- STUDY SKILLS IN THE CONTEXT OF THE CONTROL OVER PRIVATE TUTORING IN VIETNAM

Author: Lê Thị Hồng Minh

Position: Teacher

School: Hoang Hoa 4 high school Field: English teaching methodology

Thanh Hoa 2025

TABLE OF CONTENTS Page

I INTRODUCTION

1 Reasons for choosing the topic…………

2 Aims of the study

3 Scope of the study

4 Methods of the study

5 New things of the study………

II DEVELOPMENT

1 THEORETICAL BACKGROUND

1.1 Definition of self- study ………

1.2 The impact of private tutoring………

1.3 Benefits of self- study

2 FACTUAL BACKGROUND ………

2.1 Research setting

2.2 Major findings: ……….………

3 IMPLEMENTATION AND SOLUTIONS

3.1 Solutions from students………

3.1.1 Setting self- discipline……….………

3.1.2 Developing the habit of searching for and reading learning materials ………

3.1.3 Stay focused in class 3.2 Solutions from teachers

3.2.1 Guiding students to set learning goals……….

3.2.2 Understanding students’ strengths and interests………

3.2.3 Innovating teaching methods through the Flipped Classroom model ………

3.2.4 Providing students with sufficient knowledge ………

3.2.5 Using Educational Technology (e.g "Your Homework" App) 3.3 Solution from Collaborating with students’ parents 3.3.1 Creating a Dedicated and Inspiring Study Space at Home 3.3.2 Modeling Focused Behavior During Study Time 3.3.3 Supporting Without Over-Supervising 3.3.4 Encouraging and Supporting Through Difficulties 3.3.5 Acknowledging Effort and Giving Constructive Feedback 3.4 Solutions from schools: 4 RESULTS AFTER APPLYING THE RESEARCH IN TEACHING III CONCLUSION

REFERENCES

LIST OF RECOGNIZED EXPERENTIAL INITIATIVES………

APPENDIX : SURVEY QUESTIONNAIRE FOR STUDENTS

1 1 1 1 1 1 2

2 2 2 4 4 4

5 5 6

7 8 8 10 11

13 14

16 17 17 17 17 18 19 20

I INTRODUCTION

1 Reasons for choosing the topic:

On 30th December 2024, the Vietnamese Ministry of Education and Trainingissued Circular No 29 on regulations regarding private tutoring The aim of thecircular is to shift the focus away from exam-driven education and encourageschools to develop strategies that better support independent learning Moreover,the government wants to reduce academic pressure on students, encourage them

to take more responsibility for their education, foster their autonomy and criticalthinking

However, this decision has posed new challenges on students, especiallythose preparing for university entrance exams Without the support of after-school tutoring classes, many students struggle to manage their own learningprocess effectively

This reality has sparked an urgent need for educational solutions thatencourage and equip students with skills to study independently Developingself-study skills is not only an effective way to cope with this regulation but also

a crucial competency for lifelong learning in the 21st century Learningindependently will make students explore new knowledge and learn much better

in a systematic and sustainable way

For such reasons I choose “ Some measures to develop high school students’ self-study skills in the context of the control over private tutoring

in Vietnam” as a theme for my experiential initiative

2 Aims of the study: The study is carried out to:

(1 ) To analyze the theoretical foundation about self study, the impact of privatetutoring and benefits of self-study in high school education

(2) To assess the current state of self-learning among high school students in theabsence of private tutoring

(3) To propose feasible and effective methods that help students foster their study skills

self-3 Scope of the study:

The subjects chosen for this study are students in grades 10-12 at Hoang Hoa 4high school, Thanh Hoa province where I have been teaching It involvesresearch within a specific high school setting and does not attempt to coverprimary or university levels

4 Methods of the study:

To achieve the objectives of the study, several methods are used, but I usemainly quantitative and qualitative methods

The data serving the research analysis and discussions are collected by means of

a survey questionnaire, an interview for students and observation

5 New things of the study:

This is the first time I have carried out a study on self- study aspect, basing onthe real situations happening in Vietnamese high schools in general, and atHoang Hoa 4 high school particularly since February 2025, when Circular No

29 by the Ministry of Education and Training on extra teaching and learningcame into effects

in managing their own learning, has proven to be an effective method at variouslevels This chapter explores the theoretical foundations of self-study in thecontext of English language learning, drawing from key educational theoriesthat support its efficacy The aim is to provide a comprehensive understanding

of how self-study operates in language acquisition and to establish a frameworkfor the subsequent empirical exploration of its practical applications

1.1 Definition of self-study:

Self-study, often referred to as self-directed learning (SDL), is anapproach in which learners independently manage and take responsibility fortheir learning process According to Knowles (1975), self-directed learninginvolves identifying learning needs, setting goals, selecting resources, andevaluating outcomes This model of learning contrasts with traditional, teacher-centered approaches, where the educator directs the learning process In thecontext of English language learning, self-study encompasses a broad range ofactivities, such as practicing vocabulary, listening to English media, engaging inlanguage exchange, or using language learning apps These activities are oftenpursued outside formal educational settings, offering learners greater autonomyand flexibility in their learning journeys

The growing prominence of self-study in English language acquisition isfueled by factors such as increased access to online resources, the global spread

of English, and the recognition that language learning is a lifelong process.While formal education provides structured opportunities for language learning,self-study allows learners to practice language skills in real-world contexts,fostering both fluency and confidence

1.2 The impact of private tutoring:

For a long time, Vietnamese students have been dependent on privatetutoring to improve academic performance The theoretical background on theimpact of private tutoring in Vietnam can be framed around several educationaltheories and perspectives, which provide insights into how tutoring affectslearning, student motivation, and societal equity

According to self-determination theory (SDT), developed by Deci and Ryan

(1985): private tutorng often acts as an extrinsic motivator, driven by thepressure to perform well in exams, particularly the national high school exam.This type of motivation can undermine intrinsic motivation, making studentsreliant on external validation and diminishing their own internal desire to learn

As a result, the dependence on private tutoring can reduce students' ability toengage in self-directed, intrinsic learning, potentially stunting their academicand personal growth

According to Vygotsky’s sociocultural theory: in the Vietnamese educational

system, private tutors often serve as a scaffold for students, helping themnavigate complex concepts and preparing them for high-stakes exams However,there is a risk that students may become overly dependent on tutors and notdevelop the ability to self-regulate their learning outside the classroom

The impact of private tutoring in Vietnam is multifaceted, influencingacademic performance, social inequality, and self-regulated learning.Educational theories such as self-determination theory or sociocultural theoryprovide a framework for understanding the dynamics of tutoring in Vietnam’seducation system While private tutoring can enhance learning outcomes forsome students, it also exacerbates social inequality and undermines intrinsicmotivation

1.3 Benefits of self study:

Self-study is particularly valuable in language acquisition, as it allows learners

to take control of their learning journey, adapt to their individual needs, andengage with the language outside of formal classroom settings In the context oflearning English, self-study can promote deeper engagement with the language,enhance fluency, and help learners develop a wide range of skills, fromvocabulary acquisition to pronunciation and writing Below is a theoreticalbackground on the benefits of self-study in learning English, supported byrelevant language learning theories

- Benefits of Self-Study through self-determination theory (SDT), developed by Deci and Ryan (1985):

Increased motivation: When learners have autonomy over their learning, theyfeel more intrinsically motivated, which leads to increased engagement withEnglish-language resources and sustained progress Autonomous learners tend

to maintain a long-term commitment to language learning because they feel asense of ownership and intrinsic satisfaction with their progress

- Benefits of self-study through cognitive load theory:

Tailored learning: Self-study allows students to control the pacing of theirlanguage learning, giving them the flexibility to focus on areas they find mostchallenging (such as verb conjugations, pronunciation, or idiomatic expressions)without feeling overwhelmed By allowing students to practice at their ownpace, self-study helps avoid the feeling of being overwhelmed by large amounts

of new information, leading to more effective and sustained language learning

- Benefits of self-study through second language acquisition (SLA):

Reduced anxiety: Since learners control their learning pace and environment,self-study reduces anxiety about making mistakes, which is a common barrier intraditional classroom settings

- Benefits of Self-study about cost-saving: The self-learning method usually

doesn't require you to spend a large amount of money on expensive courses ortextbooks You can use free learning materials or resources, or pay significantlyless compared to traditional courses You also don't need to spend money ontransportation or accommodation

In summary, the theoretical background presented in this chapter

while private tutoring may undermine intrinsic motivation and limit thedevelopment of self-regulated learning skills Understanding these theoreticalfoundations helps clarify the advantages and limitations of both approaches andsets the stage for further exploration into how learners can effectively balanceself-study and external support to optimize their language learning outcomes.

The total number of English teachers at Hoang Hoa 4 high school is 8 All

of them are female aged from 40 to 50 They were trained from training courses

in English language teaching at different universities in Vietnam All of them arefriendly, active, knowledgeable and full of inspiration for teaching

The main English textbooks used in teaching English at this school inrecent years are Tieng Anh 10, Tieng Anh 11, and Tieng Anh 12 ( Globalsuccess) The teaching method applied by the teachers at this school is variousand integrated, including Grammar Translation Method (GTM) because bothteachers and students are more concerned about the students’ performance in thenational examination for 12th students and the examination for gifted students

2.2 Major findings:

Since the Circular No 29, the teaching of English at my school hasencountered many difficulties because students only learn 3 periods in themorning each week, with no extra class in the afternoon at school Therefore,there is not enough time for teachers to instruct students how to solve the newforms of exercises in the GCSE exam Moreover, inspite of not attending extraclass in the afternoon and evening, very few students spend time revising thelessons at home independently

When studying at home, my students often face the following difficulties:

- Lack of professional guidance: In self-learning, students do not have

professional instructors or teachers to answer questions and provide direction.This can lead to misunderstandings or failure to recognize mistakes during thelearning process

- Difficulty focusing and lack of motivation: The absence of pressure from a

traditional learning environment can make it harder to concentrate and stay disciplined Some students may feel frustrated or lose motivation when theyhave to push themselves to study

self Lack of social interaction: Learning in a selfself study environment often lacks the

social interaction that comes with traditional classroom settings This lack of

interaction can lead to a loss of support and a sense of companionship during thelearning process.

- Lack of learning structure: In self-learning, students have to create their own

study plans and structure Without good organization or a reasonable plan, onecan easily get off track and be ineffective in their studies

Here, I identify three main causes leading to the inffectiveness of students studying by themselves:

- First, the influence of traditional teaching methods, which heavily emphasize

rote transmission of knowledge in the "teacher reads, students copy" style.According to a study by Nguyễn Quốc Chính (2020), Vietnamese students oftenlearn through mechanical memorization rather than developing critical thinkingand self-learning skills This leads to passive learners who lack the habit ofexploring and discovering knowledge on their own

- Second, the impact of technology and social media The development of

digital technology offers many learning opportunities but also poses significantchallenges Many students spend too much time on social media and videogames, which distracts them from their studies

- The third cause is the role of families Many parents focus more on their

children's grades than on the actual learning process Some even force theirchildren to take excessive extra classes, which diminishes students' intrinsicmotivation to learn

3 IMPLEMENTATION AND SOLUTIONS:

From the major findings of the study, four key suggestions have beenmade with the hope to help students foster their self-study ability

3.1 Solutions from students

3.1.1 Setting self-discipline

Self-discipline is the foundation of the successful self-study Without a teachersupervising or classmates to keep pace with, it’s easy to get distracted, delaytasks, or give up early That’s why students need to become their own coach—setting rules and sticking to them

🔹 Arrange a reasonable study schedule:

The ability to self-study cannot be developed in just one or two weeks.Students may need a lot of time to form this habit, so be persistent

Solutions:

- Begin by dedicating just 20-25 minutes per day to self-study Once it becomes

a habit, gradually increase this time to 45 then 60 minutes or more Eventually,you'll find yourself naturally spending longer, focused periods on your studies

- Students can use the Pomodoro Technique for better focus, it means studyingfor 25 minutes, then take a 5-minute break

Why it works: The human brain can only absorb information efficiently for alimited time—usually around 45 minutes Taking short, regular breaks preventsmental fatigue and boosts creativity and focus

For example:

Time Block Activity

14:00–14:25 Study: Read Unit 8- Communication and culture in the textbook and answer questions14:25–14:30 Break: Stretch, drink water

14:30–14:55 Study: Make a clip in which you talk about how to reducegender equality14:55–15:00 Break: Short walk

🔹 Eliminate Distractions (especially the smartphone)

Notifications on your smartphone or laptop pull your attention away—even justone message can break your focus

Solution:

You don't need to completely turn off your phone, because you may use it for dictionaries, videos, or searching information Before studying, turn off

notifications on Messenger, TikTok, Instagram, etc

Use Focus Mode (available on most phones) to block distracting appstemporarily You can also put your phone in "Do Not Disturb" mode or place itface down, away from your reach

3.1.2 Developing the habit of searching for and reading learning materials

Self-study doesn’t mean studying completely alone Instead, you can leverageresources, tools, and support from others to enhance your learning

🔹 Be proactive in searching for materials:

Students should look for study materials from textbooks, reference books,newspapers, and especially reliable online sources

Remember that not all information online is accurate Students need to filter theinformation they find, prefer materials from official educational websites,schools, or those recommended by teachers or experts (e.x: CambridgeDictionary or BBC Learning English)

Additionally, students can join study groups on social media platforms(Facebook, Zalo, Telegram, etc.) where peers share materials, exam papers, orstudy tips

For example: 12th graders, preparing for the national high school exam in

English, joined a Facebook group called “National exam English - 9+” wherestudents share resources, vocabulary lists, and even Zoom sessions to review

past exam papers Thanks to this group, my students found quality practice testsand received feedback on their answers for free.

🔹 Develop a regular reading habit:

You don’t have to read a lot at once, but it’s important to read consistentlyevery day If you come across unfamiliar words or complex concepts: Lookthem up by finding related books, ask your teacher, parents, or search forexplanations online

For example, while reading a passage about biology, Thảo encountered the

term "enzyme catalyst." She immediately Googled it and read additionalresources to understand its role She noted this down in her "Key biology terms"notebook

Being proactive in searching for and reading materials means you are activelytaking control of your own learning

3.1.3 Staying focused in class

Paying full attention in class is one of the most important habits for successfullearning—whether you're studying in-person or online Focus helps youunderstand lessons better, ask meaningful questions, and remember informationlonger Let’s break this down into practical steps:

🔹 1 Practice active listening

Don’t just hear what the teacher says—listen with intention

Focus on the main ideas, key concepts, and how things are connected

Avoid multitasking (don’t text, daydream, or browse the internet during class)

🔹 2 Take smart notes

Always carry a notebook to jot down important ideas, vocabulary, or formulas.You can get creative with your note-taking by adding colors, images, or mindmaps (Tip: use apps like Notion, GoodNotes, or OneNote)

Taking notes helps keep your mind engaged and helps you remember better

Example 1:

During Writing lesson- Unit 8- class 11: Becoming independent, Mai listenscarefully and notes:

more freedom

pros become responsible

Self- study become confident

cons need more time to learns things

may not develop relationship skills

may not learn practical skills

Example 2:

In an online English class, Nam uses a mind map to summarize the lesson on

“Passive Voice” with colorful branches showing different tenses

🔹 3 Ask questions when you’re confused

If you don’t understand something, ask right away—either during or after class.Raise your hand, write in the chat (in online classes), or talk to the teacherprivately Don’t be afraid to ask—questions are signs of learning, not weakness

For example:

During the language period of Unit 7- class 11, Linh didn’t understand the use

of perfect participle clause She asked the teacher to explain again, using adifferent example As a result, she understood deeply—and others benefited too

🔹 4 Review quickly after class

Take 5–10 minutes to quickly review your notes and fill in anything you missedwhile it's still fresh in your mind

In short, self-learning ability is a skill that everyone must possess in order

to succeed in education, work, and life If you are not proactive in seeking outhuman knowledge on your own — if you passively wait for others to deliver it

to you — and if you do not build or value your capacity for self-learning, youwill undoubtedly fall behind

3.2 Solutions from teachers:

3.2.1 Guiding students to set learning goals

Helping students develop clear goals and structured study plans is one of themost powerful ways teachers can nurture independent, self-directed learners.From my own teaching experience, I’ve noticed that many high school studentsoften lack direction when it comes to their learning They attend school,complete homework, and prepare for tests—but they don’t always know whythey’re doing it all This absence of purpose can lead to poor motivation,inconsistent effort, and shallow engagement with their studies

To address this, teachers must play an active role in guiding students to clarifytheir long-term aspirations, then support them in turning those aspirations intoconcrete academic goals and step-by-step study plans

🔹 1 Helping students define their learning goals

Many students often struggle to answer basic but important questions like:

+ “Why do I need to study?”

+ “What am I working toward?”

+ “What do I want to achieve through education?”

These are not easy questions, especially for teenagers That’s why I take thetime in class to help them reflect I often begin with simple prompts:

+ "What is your biggest dream for the future?"

+ "What job would make you excited to wake up every morning?"

+ "What kind of person do you want to become in 10 years?"

+ "How can your studies help you reach that dream?"

These conversations help students understand that learning is not just aboutgrades or pleasing their parents—it’s about preparing for the life they want tolive

For example:

When teaching Unit 9- Career paths- class 12, during a class discussion, I asked

my students to write a short paragraph about what they want to do in the future.One student, Mai, wrote that she wanted to be a lawyer to fight for justice,especially for vulnerable communities But when I asked her what steps sheneeded to take to get there, she wasn’t sure

So we worked together to map it out:

+ Begin preparing for the university entrance exam since grade 10

+ Practice public speaking and critical thinking by joining the debate club

+ Research law schools and their entrance exam requirements

+ Finish high school with strong grades, especially in Literature, Maths andEnglish

From that point on, Mai began setting weekly goals—reading a chapter of legalstudies each weekend, writing a persuasive essay every two weeks, andrecording herself giving short speeches to practice argumentation Her long-termgoal gave purpose to her daily learning

🔹 2 Helping students create an action plan

Once a student has a clear long-term goal, the next step is to help them break itdown into smaller, achievable steps This turns an abstract dream into a practicalroadmap

I guide students through these key questions:

+ “What subjects are most important for your goal?”

+ “What skills or knowledge do you need to improve?”

+ “How much time do you have until a major exam or milestone?”

+ “What small goals can you achieve this week or this month?”

Then, we work on creating a personalized study schedule that allocates dailytime slots for specific subjects, includes short-term goals, tracks progress andencourages reflection

For example:

A student named Hoàng wanted to pursue a career in English teacher Weidentified that good English, Maths and Literature grades were essential forpassing the national university entrance exam Together, we created a studyplan:

Daily routine: 1 hour of Maths, 1 hours of Literature and 90 minutes of Englishafter dinner

Weekly target: Complete one practice test every Saturday and review mistakes

By guiding students to clearly define their learning goals and supportingthem in building realistic, structured plans, teachers can help students becomemore self-aware, self-disciplined, and self-motivated

3.2.2 Understanding students’ strengths and interests

One of the most important roles of a teacher in promoting self-directed learning

is to recognize and support the unique abilities, talents, and interests of eachstudent When students are encouraged to explore what they are naturally good

at or passionate about, they become more motivated, independent, and engaged

in their learning process This personalized approach not only builds confidencebut also encourages a long-term habit of learning beyond the classroom

A quote I often reflect on captures this perfectly:

“If you judge a fish by its ability to climb a tree, it will live its whole lifebelieving it is stupid.”

This metaphor reminds us that not every student learns or excels in the sameway If we fail to recognize a student’s strengths and instead judge them by anarrow academic standard, we risk diminishing their self-worth and enthusiasmfor learning

🔹 1 Discovering students’ strengths and interests:

The first step in supporting self-learning is to observe and assess each student’snatural inclinations This can be done through:

+ Class activities and projects + Informal conversations

+ Performance in specific tasks

+ Students’ voluntary participation in certain subjects or competitions

Once teachers gain insights into a student’s preferences and strengths, they canbegin to tailor learning opportunities accordingly

🔹 2 Assigning enrichment tasks based on individual talents:

After a teacher identifies where a student’s talent lies, they can guide themtoward activities that allow those talents to shine When students are encouraged

to work on projects that reflect their interests, they are more likely to researchindependently, seek help proactively, and reflect critically—all core aspects ofself-learning

For example:

(1) In class 11A4, I had students like Yến, Trần Trang, Trịnh Thư whoexpressed a strong interest in participating in the provincial exam for giftedstudents They had a genuine love for the subject and were eager to go beyondthe textbook I began assigning them more challenging tasks, such as:

+ Translating short stories or reading comprehension text

+ Researching cultural topics in English-speaking countries

+ Writing essays with creative prompts

+ Answering open-ended or lateral-thinking questions

+ Listening news

Rather than seeing these as burdens, the students saw them as excitingchallenges They would often come back with thoughtful responses, ask forfeedback, or even suggest topics they wanted to explore further

This is the essence of self-learning: giving students ownership over theireducation and encouraging them to dig deeper when curiosity strikes

For example:

(2) Some of my students were particularly skilled in public speaking andenjoyed performing in front of an audience I recommended they participate in aschool competition called “I am the host”, where students acted as an MC forevents Others joined the English Speaking Club, where they practiced speakingfluently and confidently in front of their peers

These activities pushed them to:

+ Prepare their own scripts and speeches

+ Watch sample videos of good presenters

+ Seek advice on pronunciation, tone, and body language

+ Reflect on their performance and improve over time

Without being told exactly what to do, the students took initiative to plan,practice, and perfect their skills

🔹 3 Encouraging autonomy through passion-based learning

When students are interested in what they are learning, they are more likely to

be self-disciplined and goal-oriented As a teacher, it’s important to designassignments that encourage creativity, allow freedom of choice and align withreal-world applications or personal goals

By giving students some control over their learning tasks—such as selecting atopic, choosing how to present their work, or setting their own pace—teachersbuild a bridge between academic content and personal meaning

For example:

A student who loves art might be allowed to illustrate vocabulary words instead

of writing them repeatedly Another student passionate about technology couldcreate a digital presentation or video blog as part of a literature project Theseadjustments may seem small, but they enhance motivation and encouragestudents to take full ownership of their work

In short, understanding each student’s abilities and interests is not justabout improving performance—it is about igniting a love for learning Whenstudents are given the opportunity to work on what they enjoy and excel at, theywill learn with greater enthusiasm and develop stronger self-confidence

3.2.3 Innovating teaching methods through the Flipped Classroom model

In the context of modern education, the traditional lecture-based model—wherethe teacher speaks and students passively receive knowledge—has proven lesseffective in developing independent learning skills Instead, the flippedclassroom model reverses the typical learning structure: students study newcontent at home before class, and class time is used for interactive activities,such as discussions, problem-solving, and presentations This model followsthree main phases:

🔹 Step 1: Preparation before class

Objective:

Equip students with background knowledge and encourage them to takeownership of their learning

Teacher’s role:

+ Assign specific tasks related to the upcoming lesson

+ Provide guidance on how and where to find reliable learning materials

+ Monitor progress and support students as needed through class communicationtools (e.g., Zalo, Google Classroom)

Student’s role:

+ Actively explore the topic using books, online resources, videos, etc

+ Collaborate in small groups to divide the research and preparation work

+ Prepare learning materials such as written summaries, diagrams, orPowerPoint presentations

For example:

After teaching Lesson 1: Getting started- Unit 7- class 10: Vietnam andinternational organizations, I instructed students to prepare for the Part: Project

I divided the class into 8 groups, each group with 5 students Each group would

do research on an international organisation and then, present their findings tothe class

🔹 Step 2: In-Class activities (interactive learning)

Objective:

Apply the knowledge acquired at home through group interaction, criticaldiscussion, and teacher-guided learning

Teacher’s role:

- Check for understanding

-Use quick quizzes, question cards, or verbal checks to assess what studentslearned during home preparation

🔹 Step 3: -Teacher feedbacks and consolidation

Teacher observes group discussions to assess students’ comprehension

Provide clarifications and highlight key takeaways

( Student presentation assessment rubic is presented in Appendix 3)

In a nutshell, by applying the flipped classroom model, teachers shift fromsimply delivering content to facilitating rich learning experiences This methodnot only improves academic outcomes but also nurtures essential skills forlifelong learning Through structured preparation, collaborative classroominteraction, and continuous feedback, students develop a deeper understanding

of content and become more independent, confident learners

3.2.4 Providing students with sufficient knowledge:

To help students develop the habit of self-study, teachers must ensure they havesufficient knowledge and essential subject-related skills

If students lack words or structures to express themselves, what teachersshould do is providing structures and related words Teachers should provideexamples which are great helping enrich their vocabulary, memorizing phoneticsounds and stress as well as grammatical structures

For example, when teaching Speaking ( Lesson 1-Unit 8: New ways to learn–

Tiếng Anh 10: Global success)

The aim of this task is that students will be able to talk about the three most advanced things that will happen in classrooms in the future.

I provide students with useful phrases:

- The most modern thing in the future classroom is……… now that……

presentors: Nhi + Ngọc Ánh

Good points:

- 2 speakers take turns to talk

- Interact with the audience by raising questions

- Catchy video at the beginning and at the end

-When talking about the flag of the organisation, you should point to the screen -When talking about the aims, you should summarise to make it shorter and clearer.