Skkn cấp tỉnh integrating experiential activities into teaching english 11 to enhance speaking skills for high school students

School revealed that while students performed well on written English tests, their speaking abilitiesremained low, largely because they viewed English as a foreign language rather than a

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

(Lồng ghép các hoạt động trải nghiệm trong dạy học Tiếng Anh lớp 11 giúp phát triển kỹ năng nói cho học sinh trung học phổ thông)

(Tiếng Anh 11 - Global success)

Người thực hiện: HỒ THỊ MINH THÁI Chức vụ: Tổ trưởng chuyên môn Tiếng Anh Đơn vị công tác: Trường THPT Lương Đắc Bằng SKKN thuộc môn: Tiếng Anh

THANH HÓA - NĂM 2025

3 RESULTS AND APPLICATION

3.1 Results of integrating experiential activities in teaching English 11 to enhance

speaking skills

3.2 Application and potential for replication of the initiative

4 CONCLUSION

18 24 24 26

1 INTRODUCTION

1.1 Reasons for choosing the topic

In the current era of globalization and educational reform, enhancing students' communicativecompetence - particularly in speaking - has become a pressing priority in foreign language education.Among the four essential language skills (listening, speaking, reading, and writing), speaking iswidely regarded as the most challenging yet the most directly useful skill in real-life communication.This skill enables learners not only to convey their thoughts and emotions but also to engageeffectively in social and academic interactions However, despite its importance, speaking remains askill that many high school students in Vietnam struggle to master, especially in the context oftraditional teaching methods that focus heavily on grammar and vocabulary memorization

Recognizing these limitations, the integration of experiential learning activities into English languageinstruction is emerging as an effective approach to address the shortcomings in traditional pedagogy.Experiential learning, or "learning by doing," emphasizes student-centered engagement, criticalreflection, and real-world application This method encourages learners to actively participate in thelearning process rather than passively receive information Educational theorists such as John Deweyand David Kolb have long advocated for experiential learning as a key driver of meaningful andlasting knowledge acquisition Their theories highlight that learners gain deeper understanding whenthey are involved in experiences that require active decision-making, problem-solving, andcommunication

In the context of the English 11 curriculum in Vietnam, particularly using the Global Successtextbook, there is a growing opportunity to apply experiential learning techniques to enhancespeaking skills English 11 covers various real-life topics such as education, culture, the environment,and global issues - subjects that naturally lend themselves to discussion-based and interactiveactivities However, many teachers still rely on teacher-centered instruction, resulting in passivelearning environments where students have few chances to express themselves orally in authenticsituations

Moreover, multiple studies underline the significance of speaking proficiency in learners’ overalllanguage development For instance, Gudu (2015) emphasizes that speaking is not only central todaily communication but also essential in academic and professional contexts Clavijo (2016) furthernotes that English functions as a global lingua franca and is crucial in media, technology, andinternational relations In Vietnam, as the country continues to integrate with the global economy andinternational education systems, the demand for English-speaking proficiency is rising, particularlyamong high school students preparing for university and employment

Nonetheless, according to classroom observations and diagnostic assessments, many 11th-gradestudents still demonstrate low confidence and competence in speaking Common difficulties includepoor pronunciation, limited vocabulary, incorrect grammar usage in spontaneous speech, and lack ofinteraction strategies These challenges are often exacerbated by insufficient speaking practice andlack of meaningful communicative opportunities in the classroom

Faced with these issues, this initiative proposes the integration of experiential learning activities- such

as role-plays, simulations, interviews, project-based learning, group discussions, and classroomdebates into teaching English 11 These activities not only simulate real-life communication but alsopromote collaboration, creativity, and critical thinking Importantly, they provide students with anenvironment where they can practice speaking in low-pressure, supportive settings, thereby graduallybuilding fluency and confidence

This study is conducted at Luong Dac Bang High School, where many students exhibit enthusiasm forlearning English but lack the opportunity to practice speaking in meaningful ways The main objective

of this research is to explore how experiential learning activities can be effectively applied in theEnglish 11 classroom to enhance students’ speaking skills Furthermore, it aims to offer practicalinsights and strategies for teachers seeking to modernize their teaching methods and improve studentoutcomes in English speaking

In conclusion, this study, titled “Integrating experiential activities into teaching English 11 to

enhance speaking skills for high school students”, is a timely and necessary initiative It is expected

to contribute not only to improving students’ speaking proficiency but also to enriching teachingpractices in line with current educational reforms and the demands of 21st-century learning

problemsolving, and collaboration skills through

active participation and experimentation

and teamwork, as well as critical thinking andproblemsolving skills

It is often used in programs for science,

technology, engineering, and mathematics

(STEM) education, as well as vocational training,

but it can also be applied to other subjects and

disciplines

It can be used across a variety of subjects anddisciplines, including science andtechnology, engineering, mathematics, thehumanities, and social sciences

It typically involves a clear problem or challenge

that learners must work to solve or overcome It can be organized or open-ended, dependingon the objectives and goals of the project

It involves active experimentation and trial and

error, providing opportunities for reflection and

feedback

It includes stages of research, planning, andimplementation, where students work ingroups or individually

Table 2: Between Experiential learning and Project-based pedagogy by Fawzi and Nasira (2023).

4 Application of experiential learning in education:

The application of experiential learning in education enhances student engagement through directinteraction with educational content This approach allows learners to apply theoretical concepts inreal-life situations, contributing to sustainable learning and fostering creativity

4.1 Implementing experiential learning in the classroom:

The use of experiential learning techniques significantly enhances language teaching methodologies

by integrating diverse design elements and opportunities for experiential learning This allowsteachers to create interactive and stimulating experiences for students Results from simulations ofreal classroom environments emphasize the importance of authentic settings, peer interaction, andhands-on experimentation in providing concrete experiences and reflective insights that enrichlanguage learning (Jennifer et al., 2021)

Additionally, integrating experiential learning strategies in language classrooms through thoughtfuldesign, commitment to the stages of experiential learning, and practical activities in diverseneurodiverse environments fosters a vibrant and interactive educational atmosphere that promoteseffective language acquisition This approach enables teachers to create a more engaging environmentfor diverse learners (Paul, 2023)

4.2 Creating engaging learning experiences:

Integrating real-world scenarios and practical applications significantly enhances student engagementand understanding, as activities that allow students to apply grammatical concepts in everydaysituations make language learning more dynamic and relevant Additionally, providing activeparticipation through role-playing, simulations, or virtual reality experiences deeply engages studentsand fosters critical thinking skills Modern technologies, such as virtual reality (VR) and augmentedreality (AR), create educational environments that enable students to explore complex scenarios thatmight not be accessible otherwise VR simulations allow students to safely and interactively engagewith real-life situations, enhancing their connection to language content By incorporating thesedigital tools into education, teachers can accommodate diverse learning styles and improve the overalleducational experience In addition to technology-enhanced activities, integrating fieldwork orinternships provides practical applications of language skills in real contexts, which can enhancestudents’ fluency while developing problem-solving and decisionmaking abilities Moreover,embedding experiential learning strategies in language education not only boosts student engagementbut also cultivates essential skills such as listening, speaking, reading, and writing By designingexperiences that link theoretical knowledge to practical applications, teachers can deepen students'understanding of language content andequip them with the necessary skills to become proficientcommunicators (Jennifer et al., 2021; CNDLS, 2024; Illinois, 2024; Hilliard, 2020)

5 Developing language skills through experiential learning:

Experiential learning effectively contributes to the development of language skills by providinglearners with opportunities to practice the language in real-life situations This approach enhanceslinguistic fluency, improves deep understanding of grammar and vocabulary, and fosters criticalthinking Additionally, it strengthens the ability to communicate effectively and solve language-related problems with flexibility and confidence

5.1 Listening skills:

- Exploring and presenting Historical sites: (Linked to units on culture, tourism, or history) Studentsresearched and prepared presentations on historical sites, practicing descriptive language andpersuasive speaking.

- Designing and presenting a smart home model: (Linked to units on technology, innovation, or futuretrends) Students designed and presented smart home models, focusing on technical vocabulary andclear explanations

- Organizing a poster design competition for environmental protection: (Linked to units onenvironmental issues, social responsibility, or persuasive communication) Students organized andpromoted a poster competition, practicing persuasive language and organizational skills

- Conducting debates on current issues: (Linked to units on social issues, current events, orargumentation) Students participated in debates on current issues, honing their argumentation andpersuasive speaking skills

- Exploring vocational education and practicing public speaking: (Linked to units on career options,independent living, or future planning) Students researched vocational fields and deliveredpresentations, focusing on clarity, fluency, and real-world application of language

1.5.3 Data collection methods (Aligned with activities):

To assess the impact of these activities on students' speaking skills, the following data collectionmethods were employed:

- Pre- and Post-Intervention speaking assessments: Students completed a standardized speaking

assessment before and after the implementation of the experiential activities The assessment focused

on fluency, pronunciation, grammar, vocabulary, and overall communication effectiveness A rubricwas used to ensure consistent and objective scoring

- Classroom observation: Regular classroom observations were conducted to document student

engagement, participation in speaking activities, and the quality of their interactions with peers andthe teacher during the experiential activities Observation notes focused on specific indicators ofspeaking skill development, such as increased confidence, improved fluency, and more accuratelanguage use

- Student surveys: Students completed anonymous surveys to provide feedback on their experiences

with the experiential activities The surveys assessed their perceptions of the activities' relevance,engagement, and impact on their speaking skills

- Teacher reflection journal: A teacher reflection journal was maintained throughout the

intervention to document observations, challenges, and insights related to the implementation of theexperiential activities This journal provided valuable qualitative data on the effectiveness of theapproach

- Informal interviews: Informal interviews were conducted with a sample of students to gather more

in-depth feedback on their experiences and perceptions of the intervention. 

1.5.4 Data analysis:

Quantitative analysis: Statistical methods, including a paired-samples t-test, were used to analyze

the pre- and post-test scores to determine the effectiveness of the activities in enhancing speakingskills

Qualitative analysis: Thematic analysis was applied to the interview data, student survey responses,

and teacher reflection journal entries to identify common themes and insights related to the students'experiences, perceptions, and the challenges and successes of the intervention

This mixed-methods approach allows for a comprehensive understanding of the impact ofexperiential learning on students' speaking abilities, combining numerical data with personalexperiences to provide a well-rounded perspective and directly linking the methodology to thefindings and activities described in the rest of the paper

2 CONTENTS

2.1 Theoretical background

Speaking is a critical skill that goes beyond mere utterance; it encompasses the delivery of messages,allowing individuals to convey information, express opinions, and share experiences Leong andAhmadi (2017) emphasize that effective communication relies on the ability to articulate thoughtsclearly However, many non-native students struggle with speaking English due to insufficientpractice, low motivation, and a fear of making mistakes Observations at Luong Dac Bang High

1.2 Research purpose

The overarching purpose of this action research project is to enhance the speaking skills of 11th graders

at Luong Dac Bang High School through the strategic integration of experiential activities into theEnglish 11 curriculum, specifically using the "Global Success" textbook This research stems from arecognized need to move beyond traditional, lecture-based methods of language instruction and tocreate a more engaging and effective learning environment that fosters confident and competentcommunicators

This project seeks to address the challenges many students face in developing practical speakingskills, such as limited opportunities for real-world application, anxiety surrounding oral performance,and a lack of personalized feedback By incorporating activities that simulate authenticcommunication scenarios, such as role-playing, debates, presentations, and project-based tasks, weaim to provide students with meaningful contexts for practicing and improving their spoken English.Specifically, this study is designed to:

- Determine the feasibility and practicality of integrating experiential activities into existing English

11 lesson plans, ensuring alignment with curriculum objectives and learning outcomes as outlined inthe "Global Success" textbook This involves identifying suitable activities, adapting them to thespecific needs and interests of the students, and developing clear assessment criteria

- Evaluate the impact of these experiential activities on students' oral communication abilities This

includes measuring improvements in fluency, accuracy, pronunciation, vocabulary usage, and overallcommunicative competence Data will be collected through pre- and post-intervention assessments,classroom observations, student self-assessments, and teacher reflections

- Identify effective strategies and best practices for implementing experiential activities in the English

11 classroom, creating a replicable model that can be adopted by other teachers and adapted todifferent contexts

- Foster a more positive and engaging learning environment that encourages student participation,reduces anxiety related to speaking in English, and promotes a sense of ownership over their learning.Ultimately, this action research project aims to provide practical, evidence-based solutions forimproving the speaking skills of English 11 students, contributing to their overall academic successand preparing them for effective communication in a globalized world

1.3 Research objectives

The primary aim of this research is to investigate the integration of experiential activities in teachingEnglish to enhance the speaking skills of 11th graders at Luong Dac Bang High School By exploringspecific measures, the study seeks to determine the effectiveness of these activities in improvingstudents' oral communication abilities

To achieve these objectives, the research will focus on the following measures:

1 Activities for exploring and presenting historical sites in English: The study will examine the

incorporation of activities that involve exploring and presenting historical sites The goal is to assessthe impact of this activity on students' speaking skills as they describe and share information about thesites

2 Experiential activity designing and presenting a smart home model of the future: The research

will investigate the implementation of an activity where students design and present a model of asmart home The aim is to develop creativity and speaking skills as students articulate their ideas

3 Organizing a poster design competition for environmental protection to stimulate creativity:

The study will evaluate the effectiveness of organizing a poster design competition to raise awarenessabout environmental protection, while also enhancing speaking skills as students present their posters

4 Organizing debates on current issues using mind mapping tools to improve speaking skills:

The research will explore the organization of debates on current issues, aimed at helping studentsimprove their argumentative skills and express their opinions in English

5 Exploring vocational education and practicing public speaking in English for students: The

study will examine the exploration of vocational education and the practice of public speaking inEnglish, preparing students for real-life communication scenarios

By implementing these measures, the research aims to provide valuable insights into the integration ofexperiential activities in English language teaching, thereby enhancing students' speaking skills andsupporting their overall development in using English

1.4 Scope of the research

The participants in this study were 11th-grade students at Luong Dac Bang High School during the2024-2025 academic year The research involved two 11th-grade classes, specifically 11A3 and11A6, each consisting of 43 students A total of 86 students were selected to participate in theexperiential activities aimed at enhancing their speaking skills in English

The study focused on the implementation of five experiential activities designed to improve speakingskills: exploring and presenting historical sites, designing and presenting a smart home model,organizing a poster design competition for environmental protection, conducting debates on currentissues, and exploring vocational education while practicing public speaking

This research is limited to the two selected 11th-grade classes at Luong Dac Bang High School, andthe findings may not be generalizable to other grades or institutions However, this focused approachallows for in-depth analysis and a better understanding of the impact of experiential learning onstudents' speaking abilities within this specific context

1.5 Research methodology

This action research study employs a mixed-methods design to investigate the effectiveness ofintegrating specific experiential activities into the English 11 curriculum to enhance speaking skills atLuong Dac Bang High School This approach combines quantitative and qualitative data to provide acomprehensive understanding of the impact of these activities

1.5.1 Participants:

The participants in this action research study consisted of two intact classes of 11th-grade students atLuong Dac Bang High School during the 2024–2025 academic year Specifically, the study involvedstudents from classes 11A3 and 11A6, with a total of 86 students (42 students in class 11A3 and 44students in class 11A6) These two classes were purposefully selected for several reasons First, theyrepresent a diverse cross-section of the school's 11th-grade population in terms of academicperformance, English proficiency, and learning styles Second, the students in both classes have beenfollowing the Global Success English 11 textbook, ensuring consistency in curriculum content andlearning outcomes

The selection of these particular classes also served practical purposes related to the feasibility ofconducting the research As their English teacher, I had continuous access to these students duringregular instructional hours, which allowed for the smooth integration of experiential learningactivities into the existing teaching schedule without disrupting other subjects Additionally, because

I was already familiar with the students' learning habits, strengths, and difficulties, I was betterpositioned to design and implement appropriate experiential activities tailored to their needs

All participants had been learning English for at least five years and were at varying levels of languagecompetence, ranging from pre-intermediate to intermediate While some students showed relativeconfidence in reading and grammar-based exercises, many demonstrated limited speaking skills due

to a lack of real communication opportunities in the classroom This variation in language abilityamong participants made them a suitable group for evaluating the effectiveness of experientiallearning strategies in improving speaking proficiency

Prior to the intervention, students were informed about the nature and purpose of the study, and theirparticipation was entirely voluntary They were assured that the research aimed to support theirlanguage development and would not affect their grades or academic evaluations Moreover, ethicalconsiderations were strictly observed throughout the study to protect students' privacy and ensure asupportive learning environment

In summary, the participants of this study were two mixed-ability 11th-grade classes at Luong DacBang High School Their selection was based on representativeness, practicality, and the researcher’saccess and familiarity with their learning context The diversity within these classes provided ameaningful setting to explore the potential of experiential activities in enhancing students’ speakingskills in English

1.5.2 Experiential activities (Integrated with curriculum):

The study focused on the following five specific experiential activities, carefully integrated withrelevant units in the English 11 curriculum:

1.4 Scope of the research

The participants in this study were 11th-grade students at Luong Dac Bang High School during the2024-2025 academic year The research involved two 11th-grade classes, specifically 11A3 and11A6, each consisting of 43 students A total of 86 students were selected to participate in theexperiential activities aimed at enhancing their speaking skills in English

The study focused on the implementation of five experiential activities designed to improve speakingskills: exploring and presenting historical sites, designing and presenting a smart home model,organizing a poster design competition for environmental protection, conducting debates on currentissues, and exploring vocational education while practicing public speaking

This research is limited to the two selected 11th-grade classes at Luong Dac Bang High School, andthe findings may not be generalizable to other grades or institutions However, this focused approachallows for in-depth analysis and a better understanding of the impact of experiential learning onstudents' speaking abilities within this specific context

1.5 Research methodology

This action research study employs a mixed-methods design to investigate the effectiveness ofintegrating specific experiential activities into the English 11 curriculum to enhance speaking skills atLuong Dac Bang High School This approach combines quantitative and qualitative data to provide acomprehensive understanding of the impact of these activities

1.5.1 Participants:

The participants in this action research study consisted of two intact classes of 11th-grade students atLuong Dac Bang High School during the 2024–2025 academic year Specifically, the study involvedstudents from classes 11A3 and 11A6, with a total of 86 students (42 students in class 11A3 and 44students in class 11A6) These two classes were purposefully selected for several reasons First, theyrepresent a diverse cross-section of the school's 11th-grade population in terms of academicperformance, English proficiency, and learning styles Second, the students in both classes have beenfollowing the Global Success English 11 textbook, ensuring consistency in curriculum content andlearning outcomes

The selection of these particular classes also served practical purposes related to the feasibility ofconducting the research As their English teacher, I had continuous access to these students duringregular instructional hours, which allowed for the smooth integration of experiential learningactivities into the existing teaching schedule without disrupting other subjects Additionally, because

I was already familiar with the students' learning habits, strengths, and difficulties, I was betterpositioned to design and implement appropriate experiential activities tailored to their needs

All participants had been learning English for at least five years and were at varying levels of languagecompetence, ranging from pre-intermediate to intermediate While some students showed relativeconfidence in reading and grammar-based exercises, many demonstrated limited speaking skills due

to a lack of real communication opportunities in the classroom This variation in language abilityamong participants made them a suitable group for evaluating the effectiveness of experientiallearning strategies in improving speaking proficiency

Prior to the intervention, students were informed about the nature and purpose of the study, and theirparticipation was entirely voluntary They were assured that the research aimed to support theirlanguage development and would not affect their grades or academic evaluations Moreover, ethicalconsiderations were strictly observed throughout the study to protect students' privacy and ensure asupportive learning environment

In summary, the participants of this study were two mixed-ability 11th-grade classes at Luong DacBang High School Their selection was based on representativeness, practicality, and the researcher’saccess and familiarity with their learning context The diversity within these classes provided ameaningful setting to explore the potential of experiential activities in enhancing students’ speakingskills in English

1.5.2 Experiential activities (Integrated with curriculum):

The study focused on the following five specific experiential activities, carefully integrated withrelevant units in the English 11 curriculum:

- Exploring and presenting Historical sites: (Linked to units on culture, tourism, or history) Studentsresearched and prepared presentations on historical sites, practicing descriptive language andpersuasive speaking.

- Designing and presenting a smart home model: (Linked to units on technology, innovation, or futuretrends) Students designed and presented smart home models, focusing on technical vocabulary andclear explanations

- Organizing a poster design competition for environmental protection: (Linked to units onenvironmental issues, social responsibility, or persuasive communication) Students organized andpromoted a poster competition, practicing persuasive language and organizational skills

- Conducting debates on current issues: (Linked to units on social issues, current events, orargumentation) Students participated in debates on current issues, honing their argumentation andpersuasive speaking skills

- Exploring vocational education and practicing public speaking: (Linked to units on career options,independent living, or future planning) Students researched vocational fields and deliveredpresentations, focusing on clarity, fluency, and real-world application of language

1.5.3 Data collection methods (Aligned with activities):

To assess the impact of these activities on students' speaking skills, the following data collectionmethods were employed:

- Pre- and Post-Intervention speaking assessments: Students completed a standardized speaking

assessment before and after the implementation of the experiential activities The assessment focused

on fluency, pronunciation, grammar, vocabulary, and overall communication effectiveness A rubricwas used to ensure consistent and objective scoring

- Classroom observation: Regular classroom observations were conducted to document student

engagement, participation in speaking activities, and the quality of their interactions with peers andthe teacher during the experiential activities Observation notes focused on specific indicators ofspeaking skill development, such as increased confidence, improved fluency, and more accuratelanguage use

- Student surveys: Students completed anonymous surveys to provide feedback on their experiences

with the experiential activities The surveys assessed their perceptions of the activities' relevance,engagement, and impact on their speaking skills

- Teacher reflection journal: A teacher reflection journal was maintained throughout the

intervention to document observations, challenges, and insights related to the implementation of theexperiential activities This journal provided valuable qualitative data on the effectiveness of theapproach

- Informal interviews: Informal interviews were conducted with a sample of students to gather more

in-depth feedback on their experiences and perceptions of the intervention. 

1.5.4 Data analysis:

Quantitative analysis: Statistical methods, including a paired-samples t-test, were used to analyze

the pre- and post-test scores to determine the effectiveness of the activities in enhancing speakingskills

Qualitative analysis: Thematic analysis was applied to the interview data, student survey responses,

and teacher reflection journal entries to identify common themes and insights related to the students'experiences, perceptions, and the challenges and successes of the intervention

This mixed-methods approach allows for a comprehensive understanding of the impact ofexperiential learning on students' speaking abilities, combining numerical data with personalexperiences to provide a well-rounded perspective and directly linking the methodology to thefindings and activities described in the rest of the paper

2 CONTENTS

2.1 Theoretical background

Speaking is a critical skill that goes beyond mere utterance; it encompasses the delivery of messages,allowing individuals to convey information, express opinions, and share experiences Leong andAhmadi (2017) emphasize that effective communication relies on the ability to articulate thoughtsclearly However, many non-native students struggle with speaking English due to insufficientpractice, low motivation, and a fear of making mistakes Observations at Luong Dac Bang High

1.4 Scope of the research

The participants in this study were 11th-grade students at Luong Dac Bang High School during the2024-2025 academic year The research involved two 11th-grade classes, specifically 11A3 and11A6, each consisting of 43 students A total of 86 students were selected to participate in theexperiential activities aimed at enhancing their speaking skills in English

The study focused on the implementation of five experiential activities designed to improve speakingskills: exploring and presenting historical sites, designing and presenting a smart home model,organizing a poster design competition for environmental protection, conducting debates on currentissues, and exploring vocational education while practicing public speaking

This research is limited to the two selected 11th-grade classes at Luong Dac Bang High School, andthe findings may not be generalizable to other grades or institutions However, this focused approachallows for in-depth analysis and a better understanding of the impact of experiential learning onstudents' speaking abilities within this specific context

1.5 Research methodology

This action research study employs a mixed-methods design to investigate the effectiveness ofintegrating specific experiential activities into the English 11 curriculum to enhance speaking skills atLuong Dac Bang High School This approach combines quantitative and qualitative data to provide acomprehensive understanding of the impact of these activities

1.5.1 Participants:

The participants in this action research study consisted of two intact classes of 11th-grade students atLuong Dac Bang High School during the 2024–2025 academic year Specifically, the study involvedstudents from classes 11A3 and 11A6, with a total of 86 students (42 students in class 11A3 and 44students in class 11A6) These two classes were purposefully selected for several reasons First, theyrepresent a diverse cross-section of the school's 11th-grade population in terms of academicperformance, English proficiency, and learning styles Second, the students in both classes have beenfollowing the Global Success English 11 textbook, ensuring consistency in curriculum content andlearning outcomes

The selection of these particular classes also served practical purposes related to the feasibility ofconducting the research As their English teacher, I had continuous access to these students duringregular instructional hours, which allowed for the smooth integration of experiential learningactivities into the existing teaching schedule without disrupting other subjects Additionally, because

I was already familiar with the students' learning habits, strengths, and difficulties, I was betterpositioned to design and implement appropriate experiential activities tailored to their needs

All participants had been learning English for at least five years and were at varying levels of languagecompetence, ranging from pre-intermediate to intermediate While some students showed relativeconfidence in reading and grammar-based exercises, many demonstrated limited speaking skills due

to a lack of real communication opportunities in the classroom This variation in language abilityamong participants made them a suitable group for evaluating the effectiveness of experientiallearning strategies in improving speaking proficiency

Prior to the intervention, students were informed about the nature and purpose of the study, and theirparticipation was entirely voluntary They were assured that the research aimed to support theirlanguage development and would not affect their grades or academic evaluations Moreover, ethicalconsiderations were strictly observed throughout the study to protect students' privacy and ensure asupportive learning environment

In summary, the participants of this study were two mixed-ability 11th-grade classes at Luong DacBang High School Their selection was based on representativeness, practicality, and the researcher’saccess and familiarity with their learning context The diversity within these classes provided ameaningful setting to explore the potential of experiential activities in enhancing students’ speakingskills in English

1.5.2 Experiential activities (Integrated with curriculum):

The study focused on the following five specific experiential activities, carefully integrated withrelevant units in the English 11 curriculum:

problemsolving, and collaboration skills through

active participation and experimentation

and teamwork, as well as critical thinking andproblemsolving skills

It is often used in programs for science,

technology, engineering, and mathematics

(STEM) education, as well as vocational training,

but it can also be applied to other subjects and

disciplines

It can be used across a variety of subjects anddisciplines, including science andtechnology, engineering, mathematics, thehumanities, and social sciences

It typically involves a clear problem or challenge

that learners must work to solve or overcome It can be organized or open-ended, dependingon the objectives and goals of the project

It involves active experimentation and trial and

error, providing opportunities for reflection and

feedback

It includes stages of research, planning, andimplementation, where students work ingroups or individually

Table 2: Between Experiential learning and Project-based pedagogy by Fawzi and Nasira (2023).

4 Application of experiential learning in education:

The application of experiential learning in education enhances student engagement through directinteraction with educational content This approach allows learners to apply theoretical concepts inreal-life situations, contributing to sustainable learning and fostering creativity

4.1 Implementing experiential learning in the classroom:

The use of experiential learning techniques significantly enhances language teaching methodologies

by integrating diverse design elements and opportunities for experiential learning This allowsteachers to create interactive and stimulating experiences for students Results from simulations ofreal classroom environments emphasize the importance of authentic settings, peer interaction, andhands-on experimentation in providing concrete experiences and reflective insights that enrichlanguage learning (Jennifer et al., 2021)

Additionally, integrating experiential learning strategies in language classrooms through thoughtfuldesign, commitment to the stages of experiential learning, and practical activities in diverseneurodiverse environments fosters a vibrant and interactive educational atmosphere that promoteseffective language acquisition This approach enables teachers to create a more engaging environmentfor diverse learners (Paul, 2023)

4.2 Creating engaging learning experiences:

Integrating real-world scenarios and practical applications significantly enhances student engagementand understanding, as activities that allow students to apply grammatical concepts in everydaysituations make language learning more dynamic and relevant Additionally, providing activeparticipation through role-playing, simulations, or virtual reality experiences deeply engages studentsand fosters critical thinking skills Modern technologies, such as virtual reality (VR) and augmentedreality (AR), create educational environments that enable students to explore complex scenarios thatmight not be accessible otherwise VR simulations allow students to safely and interactively engagewith real-life situations, enhancing their connection to language content By incorporating thesedigital tools into education, teachers can accommodate diverse learning styles and improve the overalleducational experience In addition to technology-enhanced activities, integrating fieldwork orinternships provides practical applications of language skills in real contexts, which can enhancestudents’ fluency while developing problem-solving and decisionmaking abilities Moreover,embedding experiential learning strategies in language education not only boosts student engagementbut also cultivates essential skills such as listening, speaking, reading, and writing By designingexperiences that link theoretical knowledge to practical applications, teachers can deepen students'understanding of language content andequip them with the necessary skills to become proficientcommunicators (Jennifer et al., 2021; CNDLS, 2024; Illinois, 2024; Hilliard, 2020)

5 Developing language skills through experiential learning:

Experiential learning effectively contributes to the development of language skills by providinglearners with opportunities to practice the language in real-life situations This approach enhanceslinguistic fluency, improves deep understanding of grammar and vocabulary, and fosters criticalthinking Additionally, it strengthens the ability to communicate effectively and solve language-related problems with flexibility and confidence

5.1 Listening skills:

1.4 Scope of the research

The participants in this study were 11th-grade students at Luong Dac Bang High School during the2024-2025 academic year The research involved two 11th-grade classes, specifically 11A3 and11A6, each consisting of 43 students A total of 86 students were selected to participate in theexperiential activities aimed at enhancing their speaking skills in English

The study focused on the implementation of five experiential activities designed to improve speakingskills: exploring and presenting historical sites, designing and presenting a smart home model,organizing a poster design competition for environmental protection, conducting debates on currentissues, and exploring vocational education while practicing public speaking

This research is limited to the two selected 11th-grade classes at Luong Dac Bang High School, andthe findings may not be generalizable to other grades or institutions However, this focused approachallows for in-depth analysis and a better understanding of the impact of experiential learning onstudents' speaking abilities within this specific context

1.5 Research methodology

This action research study employs a mixed-methods design to investigate the effectiveness ofintegrating specific experiential activities into the English 11 curriculum to enhance speaking skills atLuong Dac Bang High School This approach combines quantitative and qualitative data to provide acomprehensive understanding of the impact of these activities

1.5.1 Participants:

The participants in this action research study consisted of two intact classes of 11th-grade students atLuong Dac Bang High School during the 2024–2025 academic year Specifically, the study involvedstudents from classes 11A3 and 11A6, with a total of 86 students (42 students in class 11A3 and 44students in class 11A6) These two classes were purposefully selected for several reasons First, theyrepresent a diverse cross-section of the school's 11th-grade population in terms of academicperformance, English proficiency, and learning styles Second, the students in both classes have beenfollowing the Global Success English 11 textbook, ensuring consistency in curriculum content andlearning outcomes

The selection of these particular classes also served practical purposes related to the feasibility ofconducting the research As their English teacher, I had continuous access to these students duringregular instructional hours, which allowed for the smooth integration of experiential learningactivities into the existing teaching schedule without disrupting other subjects Additionally, because

I was already familiar with the students' learning habits, strengths, and difficulties, I was betterpositioned to design and implement appropriate experiential activities tailored to their needs

All participants had been learning English for at least five years and were at varying levels of languagecompetence, ranging from pre-intermediate to intermediate While some students showed relativeconfidence in reading and grammar-based exercises, many demonstrated limited speaking skills due

to a lack of real communication opportunities in the classroom This variation in language abilityamong participants made them a suitable group for evaluating the effectiveness of experientiallearning strategies in improving speaking proficiency

Prior to the intervention, students were informed about the nature and purpose of the study, and theirparticipation was entirely voluntary They were assured that the research aimed to support theirlanguage development and would not affect their grades or academic evaluations Moreover, ethicalconsiderations were strictly observed throughout the study to protect students' privacy and ensure asupportive learning environment

In summary, the participants of this study were two mixed-ability 11th-grade classes at Luong DacBang High School Their selection was based on representativeness, practicality, and the researcher’saccess and familiarity with their learning context The diversity within these classes provided ameaningful setting to explore the potential of experiential activities in enhancing students’ speakingskills in English

1.5.2 Experiential activities (Integrated with curriculum):

The study focused on the following five specific experiential activities, carefully integrated withrelevant units in the English 11 curriculum:

School revealed that while students performed well on written English tests, their speaking abilitiesremained low, largely because they viewed English as a foreign language rather than a tool forcommunication.

To address these challenges, Experiential Learning Theory (ELT) becomes a valuable framework.ELT highlights the importance of hands-on experiences in the learning process, distinguishing itselffrom cognitive and behavioral theories by focusing on subjective experience (Jonathan & Laik, 2021;Brinkley-Etzkorn & Cherry, 2022) According to Ilyas et al (2020), learning is a transformativeprocess where knowledge is created through experience This theory has been instrumental in variousstudies, demonstrating its efficacy in enhancing learning outcomes For instance, Lai et al (2022)explored how technology can support experiential learning, revealing that such integration fostersknowledge improvement by allowing students to engage actively with content

The ELT model consists of four main concepts: experiencing, reflecting, thinking, and acting Thesestages guide learners through a process that begins with new experiences, followed by reflection andcritical thinking, ultimately leading to action (Kolb, 1984) This cyclical process not only solidifieslearning but encourages students to apply their knowledge in practical settings, making it particularlyrelevant for developing speaking skills

In teaching contexts, effectively implementing ELT involves guiding students through these stages insequence For example, before conducting interviews, teachers can facilitate practice sessions wherestudents develop questions and rehearse in pairs Following this, students reflect on their experiences,assessing what went well and identifying areas for improvement This structured approach allowslearners to build confidence and competence in their speaking abilities

Overall, integrating experiential activities into the English curriculum at Luong Dac Bang HighSchool aligns with the principles of ELT, creating opportunities for active engagement andmeaningful learning By focusing on real-life applications of language, educators can enhancestudents' speaking skills, making English not just a subject to study, but a vital communication tool fortheir future

2.1.1 Definition and foundations:

Experiential learning, as defined by the Association for Experiential Education, emphasizesmeaningful engagement through direct experiences, focused reflection, and the enrichment ofknowledge and skill development This approach prioritizes student experiences and is closely linked

to learning by doing, practical activities, and discovery-based exploration (Tasha, 2024)

The roots of experiential learning can be traced to foundational theorists such as Dewey, Lewin, andPiaget (Terry, 2021) They highlighted the importance of practical experiences in education, arguingthat active participation is essential for effective learning Kolb’s experiential learning cycle furtherreinforces this concept by identifying experience as the cornerstone of all learning endeavors (Kieth,2024) This methodology involves the continuous reconstruction of past experiences and requireslearners to engage actively in the learning process (Zijing, 2024) It entails revisiting previousexperiences and resolving conflicts through critical thinking and problem-solving, thereby enhancinginteractions between individuals and their environments to generate knowledge (Zijing, 2024)

In the context of language teaching, experiential learning serves as an effective method for enhancinglistening, speaking, reading, and writing skills (Kieth, 2024) By immersing students in authenticlinguistic contexts, this approach promotes active participation and facilitates language acquisition.Research indicates that teachers can significantly enhance language learning outcomes throughexperiential methods, which foster critical thinking, problem-solving abilities, and decision-makingskills while providing engaging educational experiences (Jennifer et al., 2021)

Essentially, experiential learning offers a robust framework for effective language instruction rooted

in practical experiences that lead to meaningful language acquisition Educators play a vital role inpromoting this approach by creating dynamic, interactive environments that encourage studentparticipation and critical reflection (Kieth, 2024)

Learning as a process Enhancing student engagement in the learning process is

crucial for improving learning outcomes, as learning is acontinuous reconstruction of existing experience

All learning is re-learning To achieve the best results, learning should be developed

School revealed that while students performed well on written English tests, their speaking abilitiesremained low, largely because they viewed English as a foreign language rather than a tool forcommunication.

To address these challenges, Experiential Learning Theory (ELT) becomes a valuable framework.ELT highlights the importance of hands-on experiences in the learning process, distinguishing itselffrom cognitive and behavioral theories by focusing on subjective experience (Jonathan & Laik, 2021;Brinkley-Etzkorn & Cherry, 2022) According to Ilyas et al (2020), learning is a transformativeprocess where knowledge is created through experience This theory has been instrumental in variousstudies, demonstrating its efficacy in enhancing learning outcomes For instance, Lai et al (2022)explored how technology can support experiential learning, revealing that such integration fostersknowledge improvement by allowing students to engage actively with content

The ELT model consists of four main concepts: experiencing, reflecting, thinking, and acting Thesestages guide learners through a process that begins with new experiences, followed by reflection andcritical thinking, ultimately leading to action (Kolb, 1984) This cyclical process not only solidifieslearning but encourages students to apply their knowledge in practical settings, making it particularlyrelevant for developing speaking skills

In teaching contexts, effectively implementing ELT involves guiding students through these stages insequence For example, before conducting interviews, teachers can facilitate practice sessions wherestudents develop questions and rehearse in pairs Following this, students reflect on their experiences,assessing what went well and identifying areas for improvement This structured approach allowslearners to build confidence and competence in their speaking abilities

Overall, integrating experiential activities into the English curriculum at Luong Dac Bang HighSchool aligns with the principles of ELT, creating opportunities for active engagement andmeaningful learning By focusing on real-life applications of language, educators can enhancestudents' speaking skills, making English not just a subject to study, but a vital communication tool fortheir future

2.1.1 Definition and foundations:

Experiential learning, as defined by the Association for Experiential Education, emphasizesmeaningful engagement through direct experiences, focused reflection, and the enrichment ofknowledge and skill development This approach prioritizes student experiences and is closely linked

to learning by doing, practical activities, and discovery-based exploration (Tasha, 2024)

The roots of experiential learning can be traced to foundational theorists such as Dewey, Lewin, andPiaget (Terry, 2021) They highlighted the importance of practical experiences in education, arguingthat active participation is essential for effective learning Kolb’s experiential learning cycle furtherreinforces this concept by identifying experience as the cornerstone of all learning endeavors (Kieth,2024) This methodology involves the continuous reconstruction of past experiences and requireslearners to engage actively in the learning process (Zijing, 2024) It entails revisiting previousexperiences and resolving conflicts through critical thinking and problem-solving, thereby enhancinginteractions between individuals and their environments to generate knowledge (Zijing, 2024)

In the context of language teaching, experiential learning serves as an effective method for enhancinglistening, speaking, reading, and writing skills (Kieth, 2024) By immersing students in authenticlinguistic contexts, this approach promotes active participation and facilitates language acquisition.Research indicates that teachers can significantly enhance language learning outcomes throughexperiential methods, which foster critical thinking, problem-solving abilities, and decision-makingskills while providing engaging educational experiences (Jennifer et al., 2021)

Essentially, experiential learning offers a robust framework for effective language instruction rooted

in practical experiences that lead to meaningful language acquisition Educators play a vital role inpromoting this approach by creating dynamic, interactive environments that encourage studentparticipation and critical reflection (Kieth, 2024)

Learning as a process Enhancing student engagement in the learning process is

crucial for improving learning outcomes, as learning is acontinuous reconstruction of existing experience

All learning is re-learning To achieve the best results, learning should be developed

through prior experience and knowledge, which can beexamined and integrated with new experiences andknowledge.

Learning requires resolving

conflicts

Learning is driven by conflicts in understanding

Learning is a comprehensive and

continuous adaptive process

Learning does not merely refer to the retention ofknowledge; it is closely related to thinking, feeling,perceiving, and behavior

Learning is the result of interactions

between individuals and their

environment

The learning process involves a balance of dialecticalprocesses, which are assimilation and adaptation Learning

is a process of knowledge creation

Learning is a process of knowledge

creation

The Experiential Learning Theory (ELT) aligns withconstructivist theory, which asserts that knowledge iscreated and recreated in students' personal understanding

Table 1: Six proposals for experiential learning theory

This framework underscores the importance of experiential learning in language education, providing

a structured approach that enhances students' speaking skills through active engagement andmeaningful experiences

2.1.2 Key principles of experiential learning:

Experiential learning is distinguished by fundamental principles that set it apart from traditionalclassroom education According to Albert C Capraro, there are eight principles of effective practicethat guide experiential learning (Terry, 2021, pp 1-5) These principles include intentionality,readiness, preparation, authenticity, guidance, mentorship, selfreflection, evaluation, reinforcement,appreciation, and recognition They highlight the importance of engaging students through practicalexperiences tied to real-world challenges Unlike traditional educational settings where students maypassively receive information, experiential learning promotes active participation in inquiryformulation, exploration, experimentation, problem-solving, and taking ownership of learningoutcomes (Illinois, 2024)

Overall, the principles of experiential learning advocate for active participation through practicalexperiences related to real-world issues by encouraging reflection on those experiences andempowering students to take control of their learning paths This approach enhances critical thinkingskills and deepens conceptual understanding

3 Benefits of experiential learning:

Experiential learning offers multiple benefits, including enhancing deep conceptual understandingthrough practical application and active participation It contributes to the development of criticalthinking and problem-solving skills, while also boosting self-confidence and decision-makingabilities

3.1 Critical thinking skills:

Experiential learning engages students through practical experiences, enhancing their connection tothe subject matter This approach contrasts with traditional teaching methods that focus on passivelistening and memorization, encouraging active participation in the learning process (Paul, 2023) Byworking with real-world materials, solving problems, conducting experiments, and collaborating onprojects, students improve their critical thinking, problemsolving abilities, and contentcomprehension (Paul, 2023) It encourages students to question, explore, and connectconcepts,thereby strengthening their analytical skills (Paul, 2023) Through practical problem-solving tasksthat address real-life challenges, students learn to analyze situations and create innovative solutions(Paul, 2023) This engagement also fosters valuable skills that can be applied beyond traditionalclassroom settings (Paul, 2023) Additionally, engaging in sensory-rich activities that involve touch,sight, and movement activates different neural pathways, enhancing learning outcomes (Zijing,2024) Critical thinking is further developed by allowing students to explore and manipulate objectswhile using their senses (Zijing, 2024)

School revealed that while students performed well on written English tests, their speaking abilitiesremained low, largely because they viewed English as a foreign language rather than a tool forcommunication.

To address these challenges, Experiential Learning Theory (ELT) becomes a valuable framework.ELT highlights the importance of hands-on experiences in the learning process, distinguishing itselffrom cognitive and behavioral theories by focusing on subjective experience (Jonathan & Laik, 2021;Brinkley-Etzkorn & Cherry, 2022) According to Ilyas et al (2020), learning is a transformativeprocess where knowledge is created through experience This theory has been instrumental in variousstudies, demonstrating its efficacy in enhancing learning outcomes For instance, Lai et al (2022)explored how technology can support experiential learning, revealing that such integration fostersknowledge improvement by allowing students to engage actively with content

The ELT model consists of four main concepts: experiencing, reflecting, thinking, and acting Thesestages guide learners through a process that begins with new experiences, followed by reflection andcritical thinking, ultimately leading to action (Kolb, 1984) This cyclical process not only solidifieslearning but encourages students to apply their knowledge in practical settings, making it particularlyrelevant for developing speaking skills

In teaching contexts, effectively implementing ELT involves guiding students through these stages insequence For example, before conducting interviews, teachers can facilitate practice sessions wherestudents develop questions and rehearse in pairs Following this, students reflect on their experiences,assessing what went well and identifying areas for improvement This structured approach allowslearners to build confidence and competence in their speaking abilities

Overall, integrating experiential activities into the English curriculum at Luong Dac Bang HighSchool aligns with the principles of ELT, creating opportunities for active engagement andmeaningful learning By focusing on real-life applications of language, educators can enhancestudents' speaking skills, making English not just a subject to study, but a vital communication tool fortheir future

2.1.1 Definition and foundations:

Experiential learning, as defined by the Association for Experiential Education, emphasizesmeaningful engagement through direct experiences, focused reflection, and the enrichment ofknowledge and skill development This approach prioritizes student experiences and is closely linked

to learning by doing, practical activities, and discovery-based exploration (Tasha, 2024)

The roots of experiential learning can be traced to foundational theorists such as Dewey, Lewin, andPiaget (Terry, 2021) They highlighted the importance of practical experiences in education, arguingthat active participation is essential for effective learning Kolb’s experiential learning cycle furtherreinforces this concept by identifying experience as the cornerstone of all learning endeavors (Kieth,2024) This methodology involves the continuous reconstruction of past experiences and requireslearners to engage actively in the learning process (Zijing, 2024) It entails revisiting previousexperiences and resolving conflicts through critical thinking and problem-solving, thereby enhancinginteractions between individuals and their environments to generate knowledge (Zijing, 2024)

In the context of language teaching, experiential learning serves as an effective method for enhancinglistening, speaking, reading, and writing skills (Kieth, 2024) By immersing students in authenticlinguistic contexts, this approach promotes active participation and facilitates language acquisition.Research indicates that teachers can significantly enhance language learning outcomes throughexperiential methods, which foster critical thinking, problem-solving abilities, and decision-makingskills while providing engaging educational experiences (Jennifer et al., 2021)

Essentially, experiential learning offers a robust framework for effective language instruction rooted

in practical experiences that lead to meaningful language acquisition Educators play a vital role inpromoting this approach by creating dynamic, interactive environments that encourage studentparticipation and critical reflection (Kieth, 2024)

Learning as a process Enhancing student engagement in the learning process is

crucial for improving learning outcomes, as learning is acontinuous reconstruction of existing experience

All learning is re-learning To achieve the best results, learning should be developed

problemsolving, and collaboration skills through

active participation and experimentation

and teamwork, as well as critical thinking andproblemsolving skills

It is often used in programs for science,

technology, engineering, and mathematics

(STEM) education, as well as vocational training,

but it can also be applied to other subjects and

disciplines

It can be used across a variety of subjects anddisciplines, including science andtechnology, engineering, mathematics, thehumanities, and social sciences

It typically involves a clear problem or challenge

that learners must work to solve or overcome It can be organized or open-ended, dependingon the objectives and goals of the project

It involves active experimentation and trial and

error, providing opportunities for reflection and

feedback

It includes stages of research, planning, andimplementation, where students work ingroups or individually

Table 2: Between Experiential learning and Project-based pedagogy by Fawzi and Nasira (2023).

4 Application of experiential learning in education:

The application of experiential learning in education enhances student engagement through directinteraction with educational content This approach allows learners to apply theoretical concepts inreal-life situations, contributing to sustainable learning and fostering creativity

4.1 Implementing experiential learning in the classroom:

The use of experiential learning techniques significantly enhances language teaching methodologies

by integrating diverse design elements and opportunities for experiential learning This allowsteachers to create interactive and stimulating experiences for students Results from simulations ofreal classroom environments emphasize the importance of authentic settings, peer interaction, andhands-on experimentation in providing concrete experiences and reflective insights that enrichlanguage learning (Jennifer et al., 2021)

Additionally, integrating experiential learning strategies in language classrooms through thoughtfuldesign, commitment to the stages of experiential learning, and practical activities in diverseneurodiverse environments fosters a vibrant and interactive educational atmosphere that promoteseffective language acquisition This approach enables teachers to create a more engaging environmentfor diverse learners (Paul, 2023)

4.2 Creating engaging learning experiences:

Integrating real-world scenarios and practical applications significantly enhances student engagementand understanding, as activities that allow students to apply grammatical concepts in everydaysituations make language learning more dynamic and relevant Additionally, providing activeparticipation through role-playing, simulations, or virtual reality experiences deeply engages studentsand fosters critical thinking skills Modern technologies, such as virtual reality (VR) and augmentedreality (AR), create educational environments that enable students to explore complex scenarios thatmight not be accessible otherwise VR simulations allow students to safely and interactively engagewith real-life situations, enhancing their connection to language content By incorporating thesedigital tools into education, teachers can accommodate diverse learning styles and improve the overalleducational experience In addition to technology-enhanced activities, integrating fieldwork orinternships provides practical applications of language skills in real contexts, which can enhancestudents’ fluency while developing problem-solving and decisionmaking abilities Moreover,embedding experiential learning strategies in language education not only boosts student engagementbut also cultivates essential skills such as listening, speaking, reading, and writing By designingexperiences that link theoretical knowledge to practical applications, teachers can deepen students'understanding of language content andequip them with the necessary skills to become proficientcommunicators (Jennifer et al., 2021; CNDLS, 2024; Illinois, 2024; Hilliard, 2020)

5 Developing language skills through experiential learning:

Experiential learning effectively contributes to the development of language skills by providinglearners with opportunities to practice the language in real-life situations This approach enhanceslinguistic fluency, improves deep understanding of grammar and vocabulary, and fosters criticalthinking Additionally, it strengthens the ability to communicate effectively and solve language-related problems with flexibility and confidence

5.1 Listening skills:

School revealed that while students performed well on written English tests, their speaking abilitiesremained low, largely because they viewed English as a foreign language rather than a tool forcommunication.

To address these challenges, Experiential Learning Theory (ELT) becomes a valuable framework.ELT highlights the importance of hands-on experiences in the learning process, distinguishing itselffrom cognitive and behavioral theories by focusing on subjective experience (Jonathan & Laik, 2021;Brinkley-Etzkorn & Cherry, 2022) According to Ilyas et al (2020), learning is a transformativeprocess where knowledge is created through experience This theory has been instrumental in variousstudies, demonstrating its efficacy in enhancing learning outcomes For instance, Lai et al (2022)explored how technology can support experiential learning, revealing that such integration fostersknowledge improvement by allowing students to engage actively with content

The ELT model consists of four main concepts: experiencing, reflecting, thinking, and acting Thesestages guide learners through a process that begins with new experiences, followed by reflection andcritical thinking, ultimately leading to action (Kolb, 1984) This cyclical process not only solidifieslearning but encourages students to apply their knowledge in practical settings, making it particularlyrelevant for developing speaking skills

In teaching contexts, effectively implementing ELT involves guiding students through these stages insequence For example, before conducting interviews, teachers can facilitate practice sessions wherestudents develop questions and rehearse in pairs Following this, students reflect on their experiences,assessing what went well and identifying areas for improvement This structured approach allowslearners to build confidence and competence in their speaking abilities

Overall, integrating experiential activities into the English curriculum at Luong Dac Bang HighSchool aligns with the principles of ELT, creating opportunities for active engagement andmeaningful learning By focusing on real-life applications of language, educators can enhancestudents' speaking skills, making English not just a subject to study, but a vital communication tool fortheir future

2.1.1 Definition and foundations:

Experiential learning, as defined by the Association for Experiential Education, emphasizesmeaningful engagement through direct experiences, focused reflection, and the enrichment ofknowledge and skill development This approach prioritizes student experiences and is closely linked

to learning by doing, practical activities, and discovery-based exploration (Tasha, 2024)

The roots of experiential learning can be traced to foundational theorists such as Dewey, Lewin, andPiaget (Terry, 2021) They highlighted the importance of practical experiences in education, arguingthat active participation is essential for effective learning Kolb’s experiential learning cycle furtherreinforces this concept by identifying experience as the cornerstone of all learning endeavors (Kieth,2024) This methodology involves the continuous reconstruction of past experiences and requireslearners to engage actively in the learning process (Zijing, 2024) It entails revisiting previousexperiences and resolving conflicts through critical thinking and problem-solving, thereby enhancinginteractions between individuals and their environments to generate knowledge (Zijing, 2024)

In the context of language teaching, experiential learning serves as an effective method for enhancinglistening, speaking, reading, and writing skills (Kieth, 2024) By immersing students in authenticlinguistic contexts, this approach promotes active participation and facilitates language acquisition.Research indicates that teachers can significantly enhance language learning outcomes throughexperiential methods, which foster critical thinking, problem-solving abilities, and decision-makingskills while providing engaging educational experiences (Jennifer et al., 2021)

Essentially, experiential learning offers a robust framework for effective language instruction rooted

in practical experiences that lead to meaningful language acquisition Educators play a vital role inpromoting this approach by creating dynamic, interactive environments that encourage studentparticipation and critical reflection (Kieth, 2024)

Learning as a process Enhancing student engagement in the learning process is

crucial for improving learning outcomes, as learning is acontinuous reconstruction of existing experience

All learning is re-learning To achieve the best results, learning should be developed

problemsolving, and collaboration skills through

active participation and experimentation

and teamwork, as well as critical thinking andproblemsolving skills

It is often used in programs for science,

technology, engineering, and mathematics

(STEM) education, as well as vocational training,

but it can also be applied to other subjects and

disciplines

It can be used across a variety of subjects anddisciplines, including science andtechnology, engineering, mathematics, thehumanities, and social sciences

It typically involves a clear problem or challenge

that learners must work to solve or overcome It can be organized or open-ended, dependingon the objectives and goals of the project

It involves active experimentation and trial and

error, providing opportunities for reflection and

feedback

It includes stages of research, planning, andimplementation, where students work ingroups or individually

Table 2: Between Experiential learning and Project-based pedagogy by Fawzi and Nasira (2023).

4 Application of experiential learning in education:

The application of experiential learning in education enhances student engagement through directinteraction with educational content This approach allows learners to apply theoretical concepts inreal-life situations, contributing to sustainable learning and fostering creativity

4.1 Implementing experiential learning in the classroom:

The use of experiential learning techniques significantly enhances language teaching methodologies

by integrating diverse design elements and opportunities for experiential learning This allowsteachers to create interactive and stimulating experiences for students Results from simulations ofreal classroom environments emphasize the importance of authentic settings, peer interaction, andhands-on experimentation in providing concrete experiences and reflective insights that enrichlanguage learning (Jennifer et al., 2021)

Additionally, integrating experiential learning strategies in language classrooms through thoughtfuldesign, commitment to the stages of experiential learning, and practical activities in diverseneurodiverse environments fosters a vibrant and interactive educational atmosphere that promoteseffective language acquisition This approach enables teachers to create a more engaging environmentfor diverse learners (Paul, 2023)

4.2 Creating engaging learning experiences:

Integrating real-world scenarios and practical applications significantly enhances student engagementand understanding, as activities that allow students to apply grammatical concepts in everydaysituations make language learning more dynamic and relevant Additionally, providing activeparticipation through role-playing, simulations, or virtual reality experiences deeply engages studentsand fosters critical thinking skills Modern technologies, such as virtual reality (VR) and augmentedreality (AR), create educational environments that enable students to explore complex scenarios thatmight not be accessible otherwise VR simulations allow students to safely and interactively engagewith real-life situations, enhancing their connection to language content By incorporating thesedigital tools into education, teachers can accommodate diverse learning styles and improve the overalleducational experience In addition to technology-enhanced activities, integrating fieldwork orinternships provides practical applications of language skills in real contexts, which can enhancestudents’ fluency while developing problem-solving and decisionmaking abilities Moreover,embedding experiential learning strategies in language education not only boosts student engagementbut also cultivates essential skills such as listening, speaking, reading, and writing By designingexperiences that link theoretical knowledge to practical applications, teachers can deepen students'understanding of language content andequip them with the necessary skills to become proficientcommunicators (Jennifer et al., 2021; CNDLS, 2024; Illinois, 2024; Hilliard, 2020)

5 Developing language skills through experiential learning:

Experiential learning effectively contributes to the development of language skills by providinglearners with opportunities to practice the language in real-life situations This approach enhanceslinguistic fluency, improves deep understanding of grammar and vocabulary, and fosters criticalthinking Additionally, it strengthens the ability to communicate effectively and solve language-related problems with flexibility and confidence

5.1 Listening skills:

3.3 Decision-making skills:

Experiential learning is essential for enhancing decision-making skills among language learners.Engaging students in practical tasks and reflective dialogues not only deepens subject knowledge butalso strengthens critical thinking and problem-solving abilities, which are vital for long-term success(Sphero, 2001) Dynamic scenarios that promote collaboration and problem-solving encouragestudents to reflect on their experiences and decision-making processes, leading to innovative solutions(Sphero, 2001) In language education, experiential learning emphasizes real-world applications oflanguage skills, motivating students to engage in activities that require decision-making (John, 2019).Research shows that integrating virtual reality (VR) technology in language teaching enhancesexperiential learning by providing immersive environments for decisionmaking scenarios, allowingstudents to explore challenging or inaccessible environments and engage in interactive situations thatdevelop decision-making competencies (Jennifer et al., 2021) For instance, a VR simulation canmimic real-life situations where students must make decisions as part of an emergency response team

or present a business proposal, allowing them to experience the consequences of their choices directly(Jennifer et al., 2021)

3.4 The difference between experiential learning and project-based pedagogy

The table below presents a comparison between experiential learning and project-based pedagogy,prepared by Fawzi Jaqrif and Nassira Khlaifia (2023):

EXPERIENTIAL LEARNING PROJECT-BASED PEDAGORY

It focuses on the active participation of learners

and their involvement in the learning process,

often through practical activities and

problem-solving

It emphasizes the use of real-world practicalprojects as a means of education andlearning

It prioritizes experiential learning and the

development of practical skills and knowledge

It encourages learners to take responsibilityfor their own learning and actively apply theirknowledge and skills in real-life situations

It promotes the development of critical thinking, It places a strong emphasis on collaboration

- Exploring and presenting Historical sites: (Linked to units on culture, tourism, or history) Studentsresearched and prepared presentations on historical sites, practicing descriptive language andpersuasive speaking.

- Designing and presenting a smart home model: (Linked to units on technology, innovation, or futuretrends) Students designed and presented smart home models, focusing on technical vocabulary andclear explanations

- Organizing a poster design competition for environmental protection: (Linked to units onenvironmental issues, social responsibility, or persuasive communication) Students organized andpromoted a poster competition, practicing persuasive language and organizational skills

- Conducting debates on current issues: (Linked to units on social issues, current events, orargumentation) Students participated in debates on current issues, honing their argumentation andpersuasive speaking skills

- Exploring vocational education and practicing public speaking: (Linked to units on career options,independent living, or future planning) Students researched vocational fields and deliveredpresentations, focusing on clarity, fluency, and real-world application of language

1.5.3 Data collection methods (Aligned with activities):

To assess the impact of these activities on students' speaking skills, the following data collectionmethods were employed:

- Pre- and Post-Intervention speaking assessments: Students completed a standardized speaking

assessment before and after the implementation of the experiential activities The assessment focused

on fluency, pronunciation, grammar, vocabulary, and overall communication effectiveness A rubricwas used to ensure consistent and objective scoring

- Classroom observation: Regular classroom observations were conducted to document student

engagement, participation in speaking activities, and the quality of their interactions with peers andthe teacher during the experiential activities Observation notes focused on specific indicators ofspeaking skill development, such as increased confidence, improved fluency, and more accuratelanguage use

- Student surveys: Students completed anonymous surveys to provide feedback on their experiences

with the experiential activities The surveys assessed their perceptions of the activities' relevance,engagement, and impact on their speaking skills

- Teacher reflection journal: A teacher reflection journal was maintained throughout the

intervention to document observations, challenges, and insights related to the implementation of theexperiential activities This journal provided valuable qualitative data on the effectiveness of theapproach

- Informal interviews: Informal interviews were conducted with a sample of students to gather more

in-depth feedback on their experiences and perceptions of the intervention. 

1.5.4 Data analysis:

Quantitative analysis: Statistical methods, including a paired-samples t-test, were used to analyze

the pre- and post-test scores to determine the effectiveness of the activities in enhancing speakingskills

Qualitative analysis: Thematic analysis was applied to the interview data, student survey responses,

and teacher reflection journal entries to identify common themes and insights related to the students'experiences, perceptions, and the challenges and successes of the intervention

This mixed-methods approach allows for a comprehensive understanding of the impact ofexperiential learning on students' speaking abilities, combining numerical data with personalexperiences to provide a well-rounded perspective and directly linking the methodology to thefindings and activities described in the rest of the paper

2 CONTENTS

2.1 Theoretical background

Speaking is a critical skill that goes beyond mere utterance; it encompasses the delivery of messages,allowing individuals to convey information, express opinions, and share experiences Leong andAhmadi (2017) emphasize that effective communication relies on the ability to articulate thoughtsclearly However, many non-native students struggle with speaking English due to insufficientpractice, low motivation, and a fear of making mistakes Observations at Luong Dac Bang High

1.4 Scope of the research

The participants in this study were 11th-grade students at Luong Dac Bang High School during the2024-2025 academic year The research involved two 11th-grade classes, specifically 11A3 and11A6, each consisting of 43 students A total of 86 students were selected to participate in theexperiential activities aimed at enhancing their speaking skills in English

The study focused on the implementation of five experiential activities designed to improve speakingskills: exploring and presenting historical sites, designing and presenting a smart home model,organizing a poster design competition for environmental protection, conducting debates on currentissues, and exploring vocational education while practicing public speaking

This research is limited to the two selected 11th-grade classes at Luong Dac Bang High School, andthe findings may not be generalizable to other grades or institutions However, this focused approachallows for in-depth analysis and a better understanding of the impact of experiential learning onstudents' speaking abilities within this specific context

1.5 Research methodology

This action research study employs a mixed-methods design to investigate the effectiveness ofintegrating specific experiential activities into the English 11 curriculum to enhance speaking skills atLuong Dac Bang High School This approach combines quantitative and qualitative data to provide acomprehensive understanding of the impact of these activities

1.5.1 Participants:

The participants in this action research study consisted of two intact classes of 11th-grade students atLuong Dac Bang High School during the 2024–2025 academic year Specifically, the study involvedstudents from classes 11A3 and 11A6, with a total of 86 students (42 students in class 11A3 and 44students in class 11A6) These two classes were purposefully selected for several reasons First, theyrepresent a diverse cross-section of the school's 11th-grade population in terms of academicperformance, English proficiency, and learning styles Second, the students in both classes have beenfollowing the Global Success English 11 textbook, ensuring consistency in curriculum content andlearning outcomes

The selection of these particular classes also served practical purposes related to the feasibility ofconducting the research As their English teacher, I had continuous access to these students duringregular instructional hours, which allowed for the smooth integration of experiential learningactivities into the existing teaching schedule without disrupting other subjects Additionally, because

I was already familiar with the students' learning habits, strengths, and difficulties, I was betterpositioned to design and implement appropriate experiential activities tailored to their needs

All participants had been learning English for at least five years and were at varying levels of languagecompetence, ranging from pre-intermediate to intermediate While some students showed relativeconfidence in reading and grammar-based exercises, many demonstrated limited speaking skills due

to a lack of real communication opportunities in the classroom This variation in language abilityamong participants made them a suitable group for evaluating the effectiveness of experientiallearning strategies in improving speaking proficiency

Prior to the intervention, students were informed about the nature and purpose of the study, and theirparticipation was entirely voluntary They were assured that the research aimed to support theirlanguage development and would not affect their grades or academic evaluations Moreover, ethicalconsiderations were strictly observed throughout the study to protect students' privacy and ensure asupportive learning environment

In summary, the participants of this study were two mixed-ability 11th-grade classes at Luong DacBang High School Their selection was based on representativeness, practicality, and the researcher’saccess and familiarity with their learning context The diversity within these classes provided ameaningful setting to explore the potential of experiential activities in enhancing students’ speakingskills in English

1.5.2 Experiential activities (Integrated with curriculum):

The study focused on the following five specific experiential activities, carefully integrated withrelevant units in the English 11 curriculum:

1.2 Research purpose

The overarching purpose of this action research project is to enhance the speaking skills of 11th graders

at Luong Dac Bang High School through the strategic integration of experiential activities into theEnglish 11 curriculum, specifically using the "Global Success" textbook This research stems from arecognized need to move beyond traditional, lecture-based methods of language instruction and tocreate a more engaging and effective learning environment that fosters confident and competentcommunicators

This project seeks to address the challenges many students face in developing practical speakingskills, such as limited opportunities for real-world application, anxiety surrounding oral performance,and a lack of personalized feedback By incorporating activities that simulate authenticcommunication scenarios, such as role-playing, debates, presentations, and project-based tasks, weaim to provide students with meaningful contexts for practicing and improving their spoken English.Specifically, this study is designed to:

- Determine the feasibility and practicality of integrating experiential activities into existing English

11 lesson plans, ensuring alignment with curriculum objectives and learning outcomes as outlined inthe "Global Success" textbook This involves identifying suitable activities, adapting them to thespecific needs and interests of the students, and developing clear assessment criteria

- Evaluate the impact of these experiential activities on students' oral communication abilities This

includes measuring improvements in fluency, accuracy, pronunciation, vocabulary usage, and overallcommunicative competence Data will be collected through pre- and post-intervention assessments,classroom observations, student self-assessments, and teacher reflections

- Identify effective strategies and best practices for implementing experiential activities in the English

11 classroom, creating a replicable model that can be adopted by other teachers and adapted todifferent contexts

- Foster a more positive and engaging learning environment that encourages student participation,reduces anxiety related to speaking in English, and promotes a sense of ownership over their learning.Ultimately, this action research project aims to provide practical, evidence-based solutions forimproving the speaking skills of English 11 students, contributing to their overall academic successand preparing them for effective communication in a globalized world

1.3 Research objectives

The primary aim of this research is to investigate the integration of experiential activities in teachingEnglish to enhance the speaking skills of 11th graders at Luong Dac Bang High School By exploringspecific measures, the study seeks to determine the effectiveness of these activities in improvingstudents' oral communication abilities

To achieve these objectives, the research will focus on the following measures:

1 Activities for exploring and presenting historical sites in English: The study will examine the

incorporation of activities that involve exploring and presenting historical sites The goal is to assessthe impact of this activity on students' speaking skills as they describe and share information about thesites

2 Experiential activity designing and presenting a smart home model of the future: The research

will investigate the implementation of an activity where students design and present a model of asmart home The aim is to develop creativity and speaking skills as students articulate their ideas

3 Organizing a poster design competition for environmental protection to stimulate creativity:

The study will evaluate the effectiveness of organizing a poster design competition to raise awarenessabout environmental protection, while also enhancing speaking skills as students present their posters

4 Organizing debates on current issues using mind mapping tools to improve speaking skills:

The research will explore the organization of debates on current issues, aimed at helping studentsimprove their argumentative skills and express their opinions in English

5 Exploring vocational education and practicing public speaking in English for students: The

study will examine the exploration of vocational education and the practice of public speaking inEnglish, preparing students for real-life communication scenarios

By implementing these measures, the research aims to provide valuable insights into the integration ofexperiential activities in English language teaching, thereby enhancing students' speaking skills andsupporting their overall development in using English

1.4 Scope of the research

The participants in this study were 11th-grade students at Luong Dac Bang High School during the2024-2025 academic year The research involved two 11th-grade classes, specifically 11A3 and11A6, each consisting of 43 students A total of 86 students were selected to participate in theexperiential activities aimed at enhancing their speaking skills in English

The study focused on the implementation of five experiential activities designed to improve speakingskills: exploring and presenting historical sites, designing and presenting a smart home model,organizing a poster design competition for environmental protection, conducting debates on currentissues, and exploring vocational education while practicing public speaking

This research is limited to the two selected 11th-grade classes at Luong Dac Bang High School, andthe findings may not be generalizable to other grades or institutions However, this focused approachallows for in-depth analysis and a better understanding of the impact of experiential learning onstudents' speaking abilities within this specific context

1.5 Research methodology

This action research study employs a mixed-methods design to investigate the effectiveness ofintegrating specific experiential activities into the English 11 curriculum to enhance speaking skills atLuong Dac Bang High School This approach combines quantitative and qualitative data to provide acomprehensive understanding of the impact of these activities

1.5.1 Participants:

The participants in this action research study consisted of two intact classes of 11th-grade students atLuong Dac Bang High School during the 2024–2025 academic year Specifically, the study involvedstudents from classes 11A3 and 11A6, with a total of 86 students (42 students in class 11A3 and 44students in class 11A6) These two classes were purposefully selected for several reasons First, theyrepresent a diverse cross-section of the school's 11th-grade population in terms of academicperformance, English proficiency, and learning styles Second, the students in both classes have beenfollowing the Global Success English 11 textbook, ensuring consistency in curriculum content andlearning outcomes

The selection of these particular classes also served practical purposes related to the feasibility ofconducting the research As their English teacher, I had continuous access to these students duringregular instructional hours, which allowed for the smooth integration of experiential learningactivities into the existing teaching schedule without disrupting other subjects Additionally, because

I was already familiar with the students' learning habits, strengths, and difficulties, I was betterpositioned to design and implement appropriate experiential activities tailored to their needs

All participants had been learning English for at least five years and were at varying levels of languagecompetence, ranging from pre-intermediate to intermediate While some students showed relativeconfidence in reading and grammar-based exercises, many demonstrated limited speaking skills due

to a lack of real communication opportunities in the classroom This variation in language abilityamong participants made them a suitable group for evaluating the effectiveness of experientiallearning strategies in improving speaking proficiency

Prior to the intervention, students were informed about the nature and purpose of the study, and theirparticipation was entirely voluntary They were assured that the research aimed to support theirlanguage development and would not affect their grades or academic evaluations Moreover, ethicalconsiderations were strictly observed throughout the study to protect students' privacy and ensure asupportive learning environment

In summary, the participants of this study were two mixed-ability 11th-grade classes at Luong DacBang High School Their selection was based on representativeness, practicality, and the researcher’saccess and familiarity with their learning context The diversity within these classes provided ameaningful setting to explore the potential of experiential activities in enhancing students’ speakingskills in English

1.5.2 Experiential activities (Integrated with curriculum):

The study focused on the following five specific experiential activities, carefully integrated withrelevant units in the English 11 curriculum:

through prior experience and knowledge, which can beexamined and integrated with new experiences andknowledge.

Learning requires resolving

conflicts

Learning is driven by conflicts in understanding

Learning is a comprehensive and

continuous adaptive process

Learning does not merely refer to the retention ofknowledge; it is closely related to thinking, feeling,perceiving, and behavior

Learning is the result of interactions

between individuals and their

environment

The learning process involves a balance of dialecticalprocesses, which are assimilation and adaptation Learning

is a process of knowledge creation

Learning is a process of knowledge

creation

The Experiential Learning Theory (ELT) aligns withconstructivist theory, which asserts that knowledge iscreated and recreated in students' personal understanding

Table 1: Six proposals for experiential learning theory

This framework underscores the importance of experiential learning in language education, providing

a structured approach that enhances students' speaking skills through active engagement andmeaningful experiences

2.1.2 Key principles of experiential learning:

Experiential learning is distinguished by fundamental principles that set it apart from traditionalclassroom education According to Albert C Capraro, there are eight principles of effective practicethat guide experiential learning (Terry, 2021, pp 1-5) These principles include intentionality,readiness, preparation, authenticity, guidance, mentorship, selfreflection, evaluation, reinforcement,appreciation, and recognition They highlight the importance of engaging students through practicalexperiences tied to real-world challenges Unlike traditional educational settings where students maypassively receive information, experiential learning promotes active participation in inquiryformulation, exploration, experimentation, problem-solving, and taking ownership of learningoutcomes (Illinois, 2024)

Overall, the principles of experiential learning advocate for active participation through practicalexperiences related to real-world issues by encouraging reflection on those experiences andempowering students to take control of their learning paths This approach enhances critical thinkingskills and deepens conceptual understanding

3 Benefits of experiential learning:

Experiential learning offers multiple benefits, including enhancing deep conceptual understandingthrough practical application and active participation It contributes to the development of criticalthinking and problem-solving skills, while also boosting self-confidence and decision-makingabilities

3.1 Critical thinking skills:

Experiential learning engages students through practical experiences, enhancing their connection tothe subject matter This approach contrasts with traditional teaching methods that focus on passivelistening and memorization, encouraging active participation in the learning process (Paul, 2023) Byworking with real-world materials, solving problems, conducting experiments, and collaborating onprojects, students improve their critical thinking, problemsolving abilities, and contentcomprehension (Paul, 2023) It encourages students to question, explore, and connectconcepts,thereby strengthening their analytical skills (Paul, 2023) Through practical problem-solving tasksthat address real-life challenges, students learn to analyze situations and create innovative solutions(Paul, 2023) This engagement also fosters valuable skills that can be applied beyond traditionalclassroom settings (Paul, 2023) Additionally, engaging in sensory-rich activities that involve touch,sight, and movement activates different neural pathways, enhancing learning outcomes (Zijing,2024) Critical thinking is further developed by allowing students to explore and manipulate objectswhile using their senses (Zijing, 2024)

problemsolving, and collaboration skills through

active participation and experimentation

and teamwork, as well as critical thinking andproblemsolving skills

It is often used in programs for science,

technology, engineering, and mathematics

(STEM) education, as well as vocational training,

but it can also be applied to other subjects and

disciplines

It can be used across a variety of subjects anddisciplines, including science andtechnology, engineering, mathematics, thehumanities, and social sciences

It typically involves a clear problem or challenge

that learners must work to solve or overcome It can be organized or open-ended, dependingon the objectives and goals of the project

It involves active experimentation and trial and

error, providing opportunities for reflection and

feedback

It includes stages of research, planning, andimplementation, where students work ingroups or individually

Table 2: Between Experiential learning and Project-based pedagogy by Fawzi and Nasira (2023).

4 Application of experiential learning in education:

The application of experiential learning in education enhances student engagement through directinteraction with educational content This approach allows learners to apply theoretical concepts inreal-life situations, contributing to sustainable learning and fostering creativity

4.1 Implementing experiential learning in the classroom:

The use of experiential learning techniques significantly enhances language teaching methodologies

by integrating diverse design elements and opportunities for experiential learning This allowsteachers to create interactive and stimulating experiences for students Results from simulations ofreal classroom environments emphasize the importance of authentic settings, peer interaction, andhands-on experimentation in providing concrete experiences and reflective insights that enrichlanguage learning (Jennifer et al., 2021)

Additionally, integrating experiential learning strategies in language classrooms through thoughtfuldesign, commitment to the stages of experiential learning, and practical activities in diverseneurodiverse environments fosters a vibrant and interactive educational atmosphere that promoteseffective language acquisition This approach enables teachers to create a more engaging environmentfor diverse learners (Paul, 2023)

4.2 Creating engaging learning experiences:

Integrating real-world scenarios and practical applications significantly enhances student engagementand understanding, as activities that allow students to apply grammatical concepts in everydaysituations make language learning more dynamic and relevant Additionally, providing activeparticipation through role-playing, simulations, or virtual reality experiences deeply engages studentsand fosters critical thinking skills Modern technologies, such as virtual reality (VR) and augmentedreality (AR), create educational environments that enable students to explore complex scenarios thatmight not be accessible otherwise VR simulations allow students to safely and interactively engagewith real-life situations, enhancing their connection to language content By incorporating thesedigital tools into education, teachers can accommodate diverse learning styles and improve the overalleducational experience In addition to technology-enhanced activities, integrating fieldwork orinternships provides practical applications of language skills in real contexts, which can enhancestudents’ fluency while developing problem-solving and decisionmaking abilities Moreover,embedding experiential learning strategies in language education not only boosts student engagementbut also cultivates essential skills such as listening, speaking, reading, and writing By designingexperiences that link theoretical knowledge to practical applications, teachers can deepen students'understanding of language content andequip them with the necessary skills to become proficientcommunicators (Jennifer et al., 2021; CNDLS, 2024; Illinois, 2024; Hilliard, 2020)

5 Developing language skills through experiential learning:

Experiential learning effectively contributes to the development of language skills by providinglearners with opportunities to practice the language in real-life situations This approach enhanceslinguistic fluency, improves deep understanding of grammar and vocabulary, and fosters criticalthinking Additionally, it strengthens the ability to communicate effectively and solve language-related problems with flexibility and confidence

5.1 Listening skills:

through prior experience and knowledge, which can beexamined and integrated with new experiences andknowledge.

Learning requires resolving

conflicts

Learning is driven by conflicts in understanding

Learning is a comprehensive and

continuous adaptive process

Learning does not merely refer to the retention ofknowledge; it is closely related to thinking, feeling,perceiving, and behavior

Learning is the result of interactions

between individuals and their

environment

The learning process involves a balance of dialecticalprocesses, which are assimilation and adaptation Learning

is a process of knowledge creation

Learning is a process of knowledge

creation

The Experiential Learning Theory (ELT) aligns withconstructivist theory, which asserts that knowledge iscreated and recreated in students' personal understanding

Table 1: Six proposals for experiential learning theory

This framework underscores the importance of experiential learning in language education, providing

a structured approach that enhances students' speaking skills through active engagement andmeaningful experiences

2.1.2 Key principles of experiential learning:

Experiential learning is distinguished by fundamental principles that set it apart from traditionalclassroom education According to Albert C Capraro, there are eight principles of effective practicethat guide experiential learning (Terry, 2021, pp 1-5) These principles include intentionality,readiness, preparation, authenticity, guidance, mentorship, selfreflection, evaluation, reinforcement,appreciation, and recognition They highlight the importance of engaging students through practicalexperiences tied to real-world challenges Unlike traditional educational settings where students maypassively receive information, experiential learning promotes active participation in inquiryformulation, exploration, experimentation, problem-solving, and taking ownership of learningoutcomes (Illinois, 2024)

Overall, the principles of experiential learning advocate for active participation through practicalexperiences related to real-world issues by encouraging reflection on those experiences andempowering students to take control of their learning paths This approach enhances critical thinkingskills and deepens conceptual understanding

3 Benefits of experiential learning:

Experiential learning offers multiple benefits, including enhancing deep conceptual understandingthrough practical application and active participation It contributes to the development of criticalthinking and problem-solving skills, while also boosting self-confidence and decision-makingabilities

3.1 Critical thinking skills:

Experiential learning engages students through practical experiences, enhancing their connection tothe subject matter This approach contrasts with traditional teaching methods that focus on passivelistening and memorization, encouraging active participation in the learning process (Paul, 2023) Byworking with real-world materials, solving problems, conducting experiments, and collaborating onprojects, students improve their critical thinking, problemsolving abilities, and contentcomprehension (Paul, 2023) It encourages students to question, explore, and connectconcepts,thereby strengthening their analytical skills (Paul, 2023) Through practical problem-solving tasksthat address real-life challenges, students learn to analyze situations and create innovative solutions(Paul, 2023) This engagement also fosters valuable skills that can be applied beyond traditionalclassroom settings (Paul, 2023) Additionally, engaging in sensory-rich activities that involve touch,sight, and movement activates different neural pathways, enhancing learning outcomes (Zijing,2024) Critical thinking is further developed by allowing students to explore and manipulate objectswhile using their senses (Zijing, 2024)

3.3 Decision-making skills:

Experiential learning is essential for enhancing decision-making skills among language learners.Engaging students in practical tasks and reflective dialogues not only deepens subject knowledge butalso strengthens critical thinking and problem-solving abilities, which are vital for long-term success(Sphero, 2001) Dynamic scenarios that promote collaboration and problem-solving encouragestudents to reflect on their experiences and decision-making processes, leading to innovative solutions(Sphero, 2001) In language education, experiential learning emphasizes real-world applications oflanguage skills, motivating students to engage in activities that require decision-making (John, 2019).Research shows that integrating virtual reality (VR) technology in language teaching enhancesexperiential learning by providing immersive environments for decisionmaking scenarios, allowingstudents to explore challenging or inaccessible environments and engage in interactive situations thatdevelop decision-making competencies (Jennifer et al., 2021) For instance, a VR simulation canmimic real-life situations where students must make decisions as part of an emergency response team

or present a business proposal, allowing them to experience the consequences of their choices directly(Jennifer et al., 2021)

3.4 The difference between experiential learning and project-based pedagogy

The table below presents a comparison between experiential learning and project-based pedagogy,prepared by Fawzi Jaqrif and Nassira Khlaifia (2023):

EXPERIENTIAL LEARNING PROJECT-BASED PEDAGORY

It focuses on the active participation of learners

and their involvement in the learning process,

often through practical activities and

problem-solving

It emphasizes the use of real-world practicalprojects as a means of education andlearning

It prioritizes experiential learning and the

development of practical skills and knowledge

It encourages learners to take responsibilityfor their own learning and actively apply theirknowledge and skills in real-life situations

It promotes the development of critical thinking, It places a strong emphasis on collaboration

through prior experience and knowledge, which can beexamined and integrated with new experiences andknowledge.

Learning requires resolving

conflicts

Learning is driven by conflicts in understanding

Learning is a comprehensive and

continuous adaptive process

Learning does not merely refer to the retention ofknowledge; it is closely related to thinking, feeling,perceiving, and behavior

Learning is the result of interactions

between individuals and their

environment

The learning process involves a balance of dialecticalprocesses, which are assimilation and adaptation Learning

is a process of knowledge creation

Learning is a process of knowledge

creation

The Experiential Learning Theory (ELT) aligns withconstructivist theory, which asserts that knowledge iscreated and recreated in students' personal understanding

Table 1: Six proposals for experiential learning theory

This framework underscores the importance of experiential learning in language education, providing

a structured approach that enhances students' speaking skills through active engagement andmeaningful experiences

2.1.2 Key principles of experiential learning:

Experiential learning is distinguished by fundamental principles that set it apart from traditionalclassroom education According to Albert C Capraro, there are eight principles of effective practicethat guide experiential learning (Terry, 2021, pp 1-5) These principles include intentionality,readiness, preparation, authenticity, guidance, mentorship, selfreflection, evaluation, reinforcement,appreciation, and recognition They highlight the importance of engaging students through practicalexperiences tied to real-world challenges Unlike traditional educational settings where students maypassively receive information, experiential learning promotes active participation in inquiryformulation, exploration, experimentation, problem-solving, and taking ownership of learningoutcomes (Illinois, 2024)

Overall, the principles of experiential learning advocate for active participation through practicalexperiences related to real-world issues by encouraging reflection on those experiences andempowering students to take control of their learning paths This approach enhances critical thinkingskills and deepens conceptual understanding

3 Benefits of experiential learning:

Experiential learning offers multiple benefits, including enhancing deep conceptual understandingthrough practical application and active participation It contributes to the development of criticalthinking and problem-solving skills, while also boosting self-confidence and decision-makingabilities

3.1 Critical thinking skills:

Experiential learning engages students through practical experiences, enhancing their connection tothe subject matter This approach contrasts with traditional teaching methods that focus on passivelistening and memorization, encouraging active participation in the learning process (Paul, 2023) Byworking with real-world materials, solving problems, conducting experiments, and collaborating onprojects, students improve their critical thinking, problemsolving abilities, and contentcomprehension (Paul, 2023) It encourages students to question, explore, and connectconcepts,thereby strengthening their analytical skills (Paul, 2023) Through practical problem-solving tasksthat address real-life challenges, students learn to analyze situations and create innovative solutions(Paul, 2023) This engagement also fosters valuable skills that can be applied beyond traditionalclassroom settings (Paul, 2023) Additionally, engaging in sensory-rich activities that involve touch,sight, and movement activates different neural pathways, enhancing learning outcomes (Zijing,2024) Critical thinking is further developed by allowing students to explore and manipulate objectswhile using their senses (Zijing, 2024)

1.2 Research purpose

The overarching purpose of this action research project is to enhance the speaking skills of 11th graders

at Luong Dac Bang High School through the strategic integration of experiential activities into theEnglish 11 curriculum, specifically using the "Global Success" textbook This research stems from arecognized need to move beyond traditional, lecture-based methods of language instruction and tocreate a more engaging and effective learning environment that fosters confident and competentcommunicators

This project seeks to address the challenges many students face in developing practical speakingskills, such as limited opportunities for real-world application, anxiety surrounding oral performance,and a lack of personalized feedback By incorporating activities that simulate authenticcommunication scenarios, such as role-playing, debates, presentations, and project-based tasks, weaim to provide students with meaningful contexts for practicing and improving their spoken English.Specifically, this study is designed to:

- Determine the feasibility and practicality of integrating experiential activities into existing English

11 lesson plans, ensuring alignment with curriculum objectives and learning outcomes as outlined inthe "Global Success" textbook This involves identifying suitable activities, adapting them to thespecific needs and interests of the students, and developing clear assessment criteria

- Evaluate the impact of these experiential activities on students' oral communication abilities This

includes measuring improvements in fluency, accuracy, pronunciation, vocabulary usage, and overallcommunicative competence Data will be collected through pre- and post-intervention assessments,classroom observations, student self-assessments, and teacher reflections

- Identify effective strategies and best practices for implementing experiential activities in the English

11 classroom, creating a replicable model that can be adopted by other teachers and adapted todifferent contexts

- Foster a more positive and engaging learning environment that encourages student participation,reduces anxiety related to speaking in English, and promotes a sense of ownership over their learning.Ultimately, this action research project aims to provide practical, evidence-based solutions forimproving the speaking skills of English 11 students, contributing to their overall academic successand preparing them for effective communication in a globalized world

1.3 Research objectives

The primary aim of this research is to investigate the integration of experiential activities in teachingEnglish to enhance the speaking skills of 11th graders at Luong Dac Bang High School By exploringspecific measures, the study seeks to determine the effectiveness of these activities in improvingstudents' oral communication abilities

To achieve these objectives, the research will focus on the following measures:

1 Activities for exploring and presenting historical sites in English: The study will examine the

incorporation of activities that involve exploring and presenting historical sites The goal is to assessthe impact of this activity on students' speaking skills as they describe and share information about thesites

2 Experiential activity designing and presenting a smart home model of the future: The research

will investigate the implementation of an activity where students design and present a model of asmart home The aim is to develop creativity and speaking skills as students articulate their ideas

3 Organizing a poster design competition for environmental protection to stimulate creativity:

The study will evaluate the effectiveness of organizing a poster design competition to raise awarenessabout environmental protection, while also enhancing speaking skills as students present their posters

4 Organizing debates on current issues using mind mapping tools to improve speaking skills:

The research will explore the organization of debates on current issues, aimed at helping studentsimprove their argumentative skills and express their opinions in English

5 Exploring vocational education and practicing public speaking in English for students: The

study will examine the exploration of vocational education and the practice of public speaking inEnglish, preparing students for real-life communication scenarios

By implementing these measures, the research aims to provide valuable insights into the integration ofexperiential activities in English language teaching, thereby enhancing students' speaking skills andsupporting their overall development in using English

3.3 Decision-making skills:

Experiential learning is essential for enhancing decision-making skills among language learners.Engaging students in practical tasks and reflective dialogues not only deepens subject knowledge butalso strengthens critical thinking and problem-solving abilities, which are vital for long-term success(Sphero, 2001) Dynamic scenarios that promote collaboration and problem-solving encouragestudents to reflect on their experiences and decision-making processes, leading to innovative solutions(Sphero, 2001) In language education, experiential learning emphasizes real-world applications oflanguage skills, motivating students to engage in activities that require decision-making (John, 2019).Research shows that integrating virtual reality (VR) technology in language teaching enhancesexperiential learning by providing immersive environments for decisionmaking scenarios, allowingstudents to explore challenging or inaccessible environments and engage in interactive situations thatdevelop decision-making competencies (Jennifer et al., 2021) For instance, a VR simulation canmimic real-life situations where students must make decisions as part of an emergency response team

or present a business proposal, allowing them to experience the consequences of their choices directly(Jennifer et al., 2021)

3.4 The difference between experiential learning and project-based pedagogy

The table below presents a comparison between experiential learning and project-based pedagogy,prepared by Fawzi Jaqrif and Nassira Khlaifia (2023):

EXPERIENTIAL LEARNING PROJECT-BASED PEDAGORY

It focuses on the active participation of learners

and their involvement in the learning process,

often through practical activities and

problem-solving

It emphasizes the use of real-world practicalprojects as a means of education andlearning

It prioritizes experiential learning and the

development of practical skills and knowledge

It encourages learners to take responsibilityfor their own learning and actively apply theirknowledge and skills in real-life situations

It promotes the development of critical thinking, It places a strong emphasis on collaboration

- Exploring and presenting Historical sites: (Linked to units on culture, tourism, or history) Studentsresearched and prepared presentations on historical sites, practicing descriptive language andpersuasive speaking.

- Designing and presenting a smart home model: (Linked to units on technology, innovation, or futuretrends) Students designed and presented smart home models, focusing on technical vocabulary andclear explanations

- Organizing a poster design competition for environmental protection: (Linked to units onenvironmental issues, social responsibility, or persuasive communication) Students organized andpromoted a poster competition, practicing persuasive language and organizational skills

- Conducting debates on current issues: (Linked to units on social issues, current events, orargumentation) Students participated in debates on current issues, honing their argumentation andpersuasive speaking skills

- Exploring vocational education and practicing public speaking: (Linked to units on career options,independent living, or future planning) Students researched vocational fields and deliveredpresentations, focusing on clarity, fluency, and real-world application of language

1.5.3 Data collection methods (Aligned with activities):

To assess the impact of these activities on students' speaking skills, the following data collectionmethods were employed:

- Pre- and Post-Intervention speaking assessments: Students completed a standardized speaking

assessment before and after the implementation of the experiential activities The assessment focused

on fluency, pronunciation, grammar, vocabulary, and overall communication effectiveness A rubricwas used to ensure consistent and objective scoring

- Classroom observation: Regular classroom observations were conducted to document student

engagement, participation in speaking activities, and the quality of their interactions with peers andthe teacher during the experiential activities Observation notes focused on specific indicators ofspeaking skill development, such as increased confidence, improved fluency, and more accuratelanguage use

- Student surveys: Students completed anonymous surveys to provide feedback on their experiences

with the experiential activities The surveys assessed their perceptions of the activities' relevance,engagement, and impact on their speaking skills

- Teacher reflection journal: A teacher reflection journal was maintained throughout the

intervention to document observations, challenges, and insights related to the implementation of theexperiential activities This journal provided valuable qualitative data on the effectiveness of theapproach

- Informal interviews: Informal interviews were conducted with a sample of students to gather more

in-depth feedback on their experiences and perceptions of the intervention. 

1.5.4 Data analysis:

Quantitative analysis: Statistical methods, including a paired-samples t-test, were used to analyze

the pre- and post-test scores to determine the effectiveness of the activities in enhancing speakingskills

Qualitative analysis: Thematic analysis was applied to the interview data, student survey responses,

and teacher reflection journal entries to identify common themes and insights related to the students'experiences, perceptions, and the challenges and successes of the intervention

This mixed-methods approach allows for a comprehensive understanding of the impact ofexperiential learning on students' speaking abilities, combining numerical data with personalexperiences to provide a well-rounded perspective and directly linking the methodology to thefindings and activities described in the rest of the paper

2 CONTENTS

2.1 Theoretical background

Speaking is a critical skill that goes beyond mere utterance; it encompasses the delivery of messages,allowing individuals to convey information, express opinions, and share experiences Leong andAhmadi (2017) emphasize that effective communication relies on the ability to articulate thoughtsclearly However, many non-native students struggle with speaking English due to insufficientpractice, low motivation, and a fear of making mistakes Observations at Luong Dac Bang High

3.3 Decision-making skills:

Experiential learning is essential for enhancing decision-making skills among language learners.Engaging students in practical tasks and reflective dialogues not only deepens subject knowledge butalso strengthens critical thinking and problem-solving abilities, which are vital for long-term success(Sphero, 2001) Dynamic scenarios that promote collaboration and problem-solving encouragestudents to reflect on their experiences and decision-making processes, leading to innovative solutions(Sphero, 2001) In language education, experiential learning emphasizes real-world applications oflanguage skills, motivating students to engage in activities that require decision-making (John, 2019).Research shows that integrating virtual reality (VR) technology in language teaching enhancesexperiential learning by providing immersive environments for decisionmaking scenarios, allowingstudents to explore challenging or inaccessible environments and engage in interactive situations thatdevelop decision-making competencies (Jennifer et al., 2021) For instance, a VR simulation canmimic real-life situations where students must make decisions as part of an emergency response team

or present a business proposal, allowing them to experience the consequences of their choices directly(Jennifer et al., 2021)

3.4 The difference between experiential learning and project-based pedagogy

The table below presents a comparison between experiential learning and project-based pedagogy,prepared by Fawzi Jaqrif and Nassira Khlaifia (2023):

EXPERIENTIAL LEARNING PROJECT-BASED PEDAGORY

It focuses on the active participation of learners

and their involvement in the learning process,

often through practical activities and

problem-solving

It emphasizes the use of real-world practicalprojects as a means of education andlearning

It prioritizes experiential learning and the

development of practical skills and knowledge

It encourages learners to take responsibilityfor their own learning and actively apply theirknowledge and skills in real-life situations

It promotes the development of critical thinking, It places a strong emphasis on collaboration

through prior experience and knowledge, which can beexamined and integrated with new experiences andknowledge.

Learning requires resolving

conflicts

Learning is driven by conflicts in understanding

Learning is a comprehensive and

continuous adaptive process

Learning does not merely refer to the retention ofknowledge; it is closely related to thinking, feeling,perceiving, and behavior

Learning is the result of interactions

between individuals and their

environment

The learning process involves a balance of dialecticalprocesses, which are assimilation and adaptation Learning

is a process of knowledge creation

Learning is a process of knowledge

creation

The Experiential Learning Theory (ELT) aligns withconstructivist theory, which asserts that knowledge iscreated and recreated in students' personal understanding

Table 1: Six proposals for experiential learning theory

This framework underscores the importance of experiential learning in language education, providing

a structured approach that enhances students' speaking skills through active engagement andmeaningful experiences

2.1.2 Key principles of experiential learning:

Experiential learning is distinguished by fundamental principles that set it apart from traditionalclassroom education According to Albert C Capraro, there are eight principles of effective practicethat guide experiential learning (Terry, 2021, pp 1-5) These principles include intentionality,readiness, preparation, authenticity, guidance, mentorship, selfreflection, evaluation, reinforcement,appreciation, and recognition They highlight the importance of engaging students through practicalexperiences tied to real-world challenges Unlike traditional educational settings where students maypassively receive information, experiential learning promotes active participation in inquiryformulation, exploration, experimentation, problem-solving, and taking ownership of learningoutcomes (Illinois, 2024)

Overall, the principles of experiential learning advocate for active participation through practicalexperiences related to real-world issues by encouraging reflection on those experiences andempowering students to take control of their learning paths This approach enhances critical thinkingskills and deepens conceptual understanding

3 Benefits of experiential learning:

Experiential learning offers multiple benefits, including enhancing deep conceptual understandingthrough practical application and active participation It contributes to the development of criticalthinking and problem-solving skills, while also boosting self-confidence and decision-makingabilities

3.1 Critical thinking skills:

Experiential learning engages students through practical experiences, enhancing their connection tothe subject matter This approach contrasts with traditional teaching methods that focus on passivelistening and memorization, encouraging active participation in the learning process (Paul, 2023) Byworking with real-world materials, solving problems, conducting experiments, and collaborating onprojects, students improve their critical thinking, problemsolving abilities, and contentcomprehension (Paul, 2023) It encourages students to question, explore, and connectconcepts,thereby strengthening their analytical skills (Paul, 2023) Through practical problem-solving tasksthat address real-life challenges, students learn to analyze situations and create innovative solutions(Paul, 2023) This engagement also fosters valuable skills that can be applied beyond traditionalclassroom settings (Paul, 2023) Additionally, engaging in sensory-rich activities that involve touch,sight, and movement activates different neural pathways, enhancing learning outcomes (Zijing,2024) Critical thinking is further developed by allowing students to explore and manipulate objectswhile using their senses (Zijing, 2024)

1.4 Scope of the research

The participants in this study were 11th-grade students at Luong Dac Bang High School during the2024-2025 academic year The research involved two 11th-grade classes, specifically 11A3 and11A6, each consisting of 43 students A total of 86 students were selected to participate in theexperiential activities aimed at enhancing their speaking skills in English

The study focused on the implementation of five experiential activities designed to improve speakingskills: exploring and presenting historical sites, designing and presenting a smart home model,organizing a poster design competition for environmental protection, conducting debates on currentissues, and exploring vocational education while practicing public speaking

This research is limited to the two selected 11th-grade classes at Luong Dac Bang High School, andthe findings may not be generalizable to other grades or institutions However, this focused approachallows for in-depth analysis and a better understanding of the impact of experiential learning onstudents' speaking abilities within this specific context

1.5 Research methodology

This action research study employs a mixed-methods design to investigate the effectiveness ofintegrating specific experiential activities into the English 11 curriculum to enhance speaking skills atLuong Dac Bang High School This approach combines quantitative and qualitative data to provide acomprehensive understanding of the impact of these activities

1.5.1 Participants:

The participants in this action research study consisted of two intact classes of 11th-grade students atLuong Dac Bang High School during the 2024–2025 academic year Specifically, the study involvedstudents from classes 11A3 and 11A6, with a total of 86 students (42 students in class 11A3 and 44students in class 11A6) These two classes were purposefully selected for several reasons First, theyrepresent a diverse cross-section of the school's 11th-grade population in terms of academicperformance, English proficiency, and learning styles Second, the students in both classes have beenfollowing the Global Success English 11 textbook, ensuring consistency in curriculum content andlearning outcomes

The selection of these particular classes also served practical purposes related to the feasibility ofconducting the research As their English teacher, I had continuous access to these students duringregular instructional hours, which allowed for the smooth integration of experiential learningactivities into the existing teaching schedule without disrupting other subjects Additionally, because

I was already familiar with the students' learning habits, strengths, and difficulties, I was betterpositioned to design and implement appropriate experiential activities tailored to their needs

All participants had been learning English for at least five years and were at varying levels of languagecompetence, ranging from pre-intermediate to intermediate While some students showed relativeconfidence in reading and grammar-based exercises, many demonstrated limited speaking skills due

to a lack of real communication opportunities in the classroom This variation in language abilityamong participants made them a suitable group for evaluating the effectiveness of experientiallearning strategies in improving speaking proficiency

Prior to the intervention, students were informed about the nature and purpose of the study, and theirparticipation was entirely voluntary They were assured that the research aimed to support theirlanguage development and would not affect their grades or academic evaluations Moreover, ethicalconsiderations were strictly observed throughout the study to protect students' privacy and ensure asupportive learning environment

In summary, the participants of this study were two mixed-ability 11th-grade classes at Luong DacBang High School Their selection was based on representativeness, practicality, and the researcher’saccess and familiarity with their learning context The diversity within these classes provided ameaningful setting to explore the potential of experiential activities in enhancing students’ speakingskills in English

1.5.2 Experiential activities (Integrated with curriculum):

The study focused on the following five specific experiential activities, carefully integrated withrelevant units in the English 11 curriculum:

School revealed that while students performed well on written English tests, their speaking abilitiesremained low, largely because they viewed English as a foreign language rather than a tool forcommunication.

To address these challenges, Experiential Learning Theory (ELT) becomes a valuable framework.ELT highlights the importance of hands-on experiences in the learning process, distinguishing itselffrom cognitive and behavioral theories by focusing on subjective experience (Jonathan & Laik, 2021;Brinkley-Etzkorn & Cherry, 2022) According to Ilyas et al (2020), learning is a transformativeprocess where knowledge is created through experience This theory has been instrumental in variousstudies, demonstrating its efficacy in enhancing learning outcomes For instance, Lai et al (2022)explored how technology can support experiential learning, revealing that such integration fostersknowledge improvement by allowing students to engage actively with content

The ELT model consists of four main concepts: experiencing, reflecting, thinking, and acting Thesestages guide learners through a process that begins with new experiences, followed by reflection andcritical thinking, ultimately leading to action (Kolb, 1984) This cyclical process not only solidifieslearning but encourages students to apply their knowledge in practical settings, making it particularlyrelevant for developing speaking skills

In teaching contexts, effectively implementing ELT involves guiding students through these stages insequence For example, before conducting interviews, teachers can facilitate practice sessions wherestudents develop questions and rehearse in pairs Following this, students reflect on their experiences,assessing what went well and identifying areas for improvement This structured approach allowslearners to build confidence and competence in their speaking abilities

Overall, integrating experiential activities into the English curriculum at Luong Dac Bang HighSchool aligns with the principles of ELT, creating opportunities for active engagement andmeaningful learning By focusing on real-life applications of language, educators can enhancestudents' speaking skills, making English not just a subject to study, but a vital communication tool fortheir future

2.1.1 Definition and foundations:

Experiential learning, as defined by the Association for Experiential Education, emphasizesmeaningful engagement through direct experiences, focused reflection, and the enrichment ofknowledge and skill development This approach prioritizes student experiences and is closely linked

to learning by doing, practical activities, and discovery-based exploration (Tasha, 2024)

The roots of experiential learning can be traced to foundational theorists such as Dewey, Lewin, andPiaget (Terry, 2021) They highlighted the importance of practical experiences in education, arguingthat active participation is essential for effective learning Kolb’s experiential learning cycle furtherreinforces this concept by identifying experience as the cornerstone of all learning endeavors (Kieth,2024) This methodology involves the continuous reconstruction of past experiences and requireslearners to engage actively in the learning process (Zijing, 2024) It entails revisiting previousexperiences and resolving conflicts through critical thinking and problem-solving, thereby enhancinginteractions between individuals and their environments to generate knowledge (Zijing, 2024)

In the context of language teaching, experiential learning serves as an effective method for enhancinglistening, speaking, reading, and writing skills (Kieth, 2024) By immersing students in authenticlinguistic contexts, this approach promotes active participation and facilitates language acquisition.Research indicates that teachers can significantly enhance language learning outcomes throughexperiential methods, which foster critical thinking, problem-solving abilities, and decision-makingskills while providing engaging educational experiences (Jennifer et al., 2021)

Essentially, experiential learning offers a robust framework for effective language instruction rooted

in practical experiences that lead to meaningful language acquisition Educators play a vital role inpromoting this approach by creating dynamic, interactive environments that encourage studentparticipation and critical reflection (Kieth, 2024)

Learning as a process Enhancing student engagement in the learning process is

crucial for improving learning outcomes, as learning is acontinuous reconstruction of existing experience

All learning is re-learning To achieve the best results, learning should be developed

School revealed that while students performed well on written English tests, their speaking abilitiesremained low, largely because they viewed English as a foreign language rather than a tool forcommunication.

To address these challenges, Experiential Learning Theory (ELT) becomes a valuable framework.ELT highlights the importance of hands-on experiences in the learning process, distinguishing itselffrom cognitive and behavioral theories by focusing on subjective experience (Jonathan & Laik, 2021;Brinkley-Etzkorn & Cherry, 2022) According to Ilyas et al (2020), learning is a transformativeprocess where knowledge is created through experience This theory has been instrumental in variousstudies, demonstrating its efficacy in enhancing learning outcomes For instance, Lai et al (2022)explored how technology can support experiential learning, revealing that such integration fostersknowledge improvement by allowing students to engage actively with content

The ELT model consists of four main concepts: experiencing, reflecting, thinking, and acting Thesestages guide learners through a process that begins with new experiences, followed by reflection andcritical thinking, ultimately leading to action (Kolb, 1984) This cyclical process not only solidifieslearning but encourages students to apply their knowledge in practical settings, making it particularlyrelevant for developing speaking skills

In teaching contexts, effectively implementing ELT involves guiding students through these stages insequence For example, before conducting interviews, teachers can facilitate practice sessions wherestudents develop questions and rehearse in pairs Following this, students reflect on their experiences,assessing what went well and identifying areas for improvement This structured approach allowslearners to build confidence and competence in their speaking abilities

Overall, integrating experiential activities into the English curriculum at Luong Dac Bang HighSchool aligns with the principles of ELT, creating opportunities for active engagement andmeaningful learning By focusing on real-life applications of language, educators can enhancestudents' speaking skills, making English not just a subject to study, but a vital communication tool fortheir future

2.1.1 Definition and foundations:

Experiential learning, as defined by the Association for Experiential Education, emphasizesmeaningful engagement through direct experiences, focused reflection, and the enrichment ofknowledge and skill development This approach prioritizes student experiences and is closely linked

to learning by doing, practical activities, and discovery-based exploration (Tasha, 2024)

The roots of experiential learning can be traced to foundational theorists such as Dewey, Lewin, andPiaget (Terry, 2021) They highlighted the importance of practical experiences in education, arguingthat active participation is essential for effective learning Kolb’s experiential learning cycle furtherreinforces this concept by identifying experience as the cornerstone of all learning endeavors (Kieth,2024) This methodology involves the continuous reconstruction of past experiences and requireslearners to engage actively in the learning process (Zijing, 2024) It entails revisiting previousexperiences and resolving conflicts through critical thinking and problem-solving, thereby enhancinginteractions between individuals and their environments to generate knowledge (Zijing, 2024)

In the context of language teaching, experiential learning serves as an effective method for enhancinglistening, speaking, reading, and writing skills (Kieth, 2024) By immersing students in authenticlinguistic contexts, this approach promotes active participation and facilitates language acquisition.Research indicates that teachers can significantly enhance language learning outcomes throughexperiential methods, which foster critical thinking, problem-solving abilities, and decision-makingskills while providing engaging educational experiences (Jennifer et al., 2021)

Essentially, experiential learning offers a robust framework for effective language instruction rooted

in practical experiences that lead to meaningful language acquisition Educators play a vital role inpromoting this approach by creating dynamic, interactive environments that encourage studentparticipation and critical reflection (Kieth, 2024)

Learning as a process Enhancing student engagement in the learning process is

crucial for improving learning outcomes, as learning is acontinuous reconstruction of existing experience

All learning is re-learning To achieve the best results, learning should be developed