EF-MA-TESOL-2024

Vietnam National University Ho Chi Minh City

University of Social Sciences and Humanities
FACULTY OF ENGLISH LINGUISTICS AND LITERATURE

COURSE SYLLABUS
Major: TESOL
ISSUES IN LANGUAGE TEACHING AND LEARNING

1. General information

Course code: TA6040

Course credits: 3 Theory: 3 Independent study:
Practice: 0
Total no. of periods: 45 Theory: 45
Practice: 0
Prerequisite courses - Introduction to TESOL Course Code:
- ELT Methodology
- Research Writing
Type of course: General knowledge
Specialized knowledge
Others
Thesis
Others: Required Applied
Elective Research oriented

2. Course description
This course approaches English language teaching and learning as socially and culturally
constructed practices. It aims to:
• help learners critically explore how issues around language, culture, and identity influence
English language curriculum, pedagogy, and assessment
• provide learners with a forum for discussing critical issues in teaching and learning
English in Vietnam, allowing them to share insights into their own realities
• guide learners in critically analysing and evaluating current trends and issues in the field,
drawing on scholarly research and experiences from other countries
• engage learners in reflecting on how their own practices as English language teachers are
influenced by the social, historical and cultural contexts in which they work
• help learners explore potential solutions, suggestions, and pedagogical implications
through discussions.

3. Course learning outcomes (CLOs)

On successful completion of this course, learners will be able to:
CLO1: describe current issues in English language teaching and learning
CLO2: discuss current practices of teaching and learning English in relation to

1
 EF-MA-TESOL-2024

established and emerging theories of language teaching and learning

CLO3: critically analyse and evaluate issues of teaching and learning English in
Vietnam in relation to recent developments in TESOL
CLO4: reflect on how their own practices as English language teachers are influenced
by the social, historical and cultural contexts in which they work
CLO5: adapt ‘best practices’ from various contexts to enhance their own classroom
English teaching
CLO6: show willingness to keep abreast of developments in TESOL theories and
practices and adapt them for their own classroom teaching and course management

4. Readings

Books Kanwit, M., & Solon, M. (2023). Communicative competence in a second

language: Theory, method, and applications. Routledge.
https://doi.org/10.4324/ 9781003160779
Le, V. C. (2020). English language education innovation for the Vietnamese
secondary school: the Project 2020. In S. Bernard & K. Sung (Eds.),
Secondary school English education in Asia: From policy to practice
(pp. 182-200). Routledge.
Richards, J. C. (2015). Key issues in language teaching. Cambridge
University Press. https://doi.org/10.1017/9781009024600
Rose, H., & Galloway, N. (2019). Global Englishes for language teaching.
Cambridge University Press. https://doi.org/10.1017/9781316678343

Journal Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT
articles analysis of ChatGPT: Implications for educational practice and
research. Innovations in Education and Teaching International, 61(3),
1-15. https://doi.org/10.1080/14703297.2023.2195846
Foley, J. (2022). CLT using CEFR and EIL in Southeast Asia and East Asia in
the English language classroom. RELC Journal, 53(1), 240-252.
https://doi.org/10.1177/0033688221998079
Hilliker, S. M., & Yol, Ö. (2022). Virtual exchange in teacher education: focus
on L2 writing. ELT Journal, 76(1), 11-19.
https://doi.org/10.1093/elt/ccab071
Li, S., He, J., Tao, Y., & Liu, X. (2022). The effects of flipped classroom
approach in EFL teaching: Can we strategically use the flipped
method to acquire communicative competence? Language Teaching
Research, 1-24. https://doi.org/10.1177/13621688221081575
Nguyen, T. T. M., Marlina, R., & Cao, T. H. P. (2021). How well do ELT
textbooks prepare students to use English in global contexts? An
evaluation of the Vietnamese English textbooks from an English as an
international language (EIL) perspective. Asian Englishes, 23(2), 184-
200. https://doi.org/10.1080/13488678.2020.1717794
Rose, H., McKinley, J., & Galloway, N. (2021). Global Englishes and
language teaching: A review of pedagogical research. Language
Teaching, 54(2), 157-189.
https://doi.org/10.1017/S0261444820000518
Tomlinson, B. (2012). Materials development for language learning and
teaching. Language Teaching, 45(2), 143-179.
https://doi.org/10.1017/S0261444811000528

2
 EF-MA-TESOL-2024

Tomlinson, B. (2023). Developing materials for language teaching.

Bloomsbury Publishing.
Tomlinson, B., & Dat, B. (2004). The contributions of Vietnamese learners of
English to ELT methodology. Language Teaching Research, 8(2), 199-
222. https://doi.org/10.1191/1362168804lr140oa
Vu, H., & Doyle, S. (2014). Across borders and across cultures: Vietnamese
students’ positioning of teachers in a university twinning programme.
Journal of Education for Teaching, 40(3), 83-99.
https://doi.org/10.1080/02607476.2014.903026
Vu, N. T. T., & Burns, A. (2014). English as a medium of instruction:
Challenges for Vietnamese tertiary lecturers. The Journal of Asia
TEFL, 11(3), 1-31.
Wedell, M. (2022). Innovation in ELT revisited. ELT Journal, 76(2), 272-275.

Online Resources: ProQuest, ScienceDirect, Emerald Insights, ERIC, EBSCO, etc.

resources (accessible from the e-library resources of Vietnam National University Ho
/Websites Chi Minh City central library http://www.vnulib.edu.vn. Register is required).

https://www.cambridge.org/elt/blog/2015/10/07/key-issues-language-
teaching-5-teachers-knowledge-base/

https://www.cambridgescholars.com/resources/pdfs/978-1-4438-1967-1-
sample.pdf

5. Teaching and learning strategies

Each in-class session will be conducted as a seminar, where a group will give a 40-minute
PowerPoint presentation on a chosen issue. This will be followed by a Q&A session and class
discussion. This course emphasizes independent learning and a learner-centred approach,
requiring thorough research on relevant materials and readings related to the issue. Prior to the
presentation, each class member is expected to receive copies of these readings.

Learners are expected to:

• read the required materials before each in-class session
• conduct further research in their field of interest
• actively participate in group work and class discussions, and willingly share their insights
and teaching experiences to enrich the lesson
• demonstrate creativity and independent thinking in applying theory to teaching and
learning, primarily reflected in their group projects and individual papers
• complete and submit all required presentations, assignments, papers and projects on time.

6. Assessment
Assessment tasks Scores Weighting
(A1) Group project (Oral presentation) Midterm score 30%
- Presentation 60pts
- Q&A 40pts

3
 EF-MA-TESOL-2024

(A2) Reading, participation and in-class 30pts Final score 70%

assignments
(A3) Individual project (Written task) 70pts
100%

Guidelines:

Group oral presentation The class will be divided into 5-7 groups of about 3-6 members
each. Each group will be assigned one of the 5-7 topics listed
(Topics 1-7) to conduct a literature review on.
Group presentations will cover the findings from the literature
review along with students’ reflections on those findings. The
presentations should demonstrate the presenters’ ability to
synthesize the readings and reflect on how theories can be applied
in practice.
Each group presentation, preferably in PowerPoint format, should
not exceed 35 slides of standard design. There should be an
appendix that acknowledges individual contributions.
Group projects will benefit from intensive student collaboration
and faculty consultation. However, it is also necessary to assess
individual attainment of knowledge and skills.
Notes:
- Handouts/slides (with the presenters’ full name) are to be
submitted to the instructor on the day of the presentation.
Copies should be provided to class members after the
presentation.
- The revised version of the group output is to be submitted to
the LMS within one week after the presentation to be
considered complete.

Students’ participation Class attendance and contribution to classroom discussions

Individual project Each student is required to submit an individual project within

three weeks following the completion of the course (Deadline
TBA). The project should be a publishable article on a topic that
students perceive as a major issue in their particular contexts.
Students are encouraged to include insightful self-reflections.

Specifications:
- Word count: 3,000 words (excluding the references)
- 1.5-line spacing, font size 12-13, Times New Roman font
style.
- APA 7th citation style

A tentative format of the paper:

(i) Cover page
(ii) Table of contents
(iii) Introduction / Background
(iv) Literature and framework for analysis (Briefly summarize
theories and literature related to your analysis, and present

4
 EF-MA-TESOL-2024

the framework used for your analysis.)

(v) Analysis of the current issue (This might be backed up by
an empiricial mini-study.)
(vi) Implications & recommendations
(vii) Conclusion
(viii) References

7. Regulations on academic integrity

- Citation and Anti-Plagiarism Regulations of the University of Social Sciences and
Humanities
- To ensure the quality of education and provide the best learning value for students, this
course requires students to be aware of academic integrity and note the following:
a. Students must complete the course assignments that require individual responsibility on
their own, without asking others to do it for them and without doing it for other
students.
b. Students are considered to be plagiarizing if they violate any of the following:
i. Copying part or all of the content of someone else’s assignments (text or video
clip)
ii. Using someone else’s ideas or presentation content, even if rephrased, without
proper citation.
iii. Reusing the entire content or a substantial part of the basic content of assignments
or reports created by themselves for submission in different courses.
iv. Violating the Citation and Anti-Plagiarism Regulations of the University of Social
Sciences and Humanities.
c. Students who violate the requirements stated in points a and b of this section,
depending on the severity will be reviewed and decided upon by the instructor. Students
may receive a score of 0.0 for the violated assignment or for the entire course (this
applies even when the instructor has already announced the grade or the course has
ended).

8. Detailed schedule and course contents

Session Topic/Contents Activities Required Readings

1 Introduction Assignment of group Course syllabus
Discussion of the course syllabus work Videos
and requirements Brainstorming Handouts
Conference organization Class discussion
Types of presentation: webinars, Lecture notes
workshops, presentations, Discussion on types of
roundtables, posters, etc. presentation
Group work
2 Current issues in English teaching Teacher training and https://www.cambrid
and learning development gescholars.com/resou
rces/pdfs/978-1-
4438-1967-1-
sample.pdf

5
 EF-MA-TESOL-2024

3 EFL materials: Critical evaluation Presentation by Group 1 Journal articles and

principles Group/class discussion books on the issue
Lecture notes
4 Communicative competence: The Presentation by Group 2 Journal articles and
Vietnam-specific model Group/class discussion books on the issue
Lecture notes
5 Adapting CEFR: From Presentation by Group 3 Journal articles and
international to local English tests Group/class discussion books on the issue
Lecture notes
6 ELT in Vietnam: Context-based Presentation by Group 4 Journal articles and
teaching tenets Group/class discussion books on the issue
Lecture notes
7 World Englishes: Practical Presentation by Group 5 Journal articles and
considerations for foreign Group/class discussion books on the issue
language education policies Lecture notes
8 Virtual learning and pedagogical Presentation by Group 6 Journal articles and
implications Group/class discussion books on the issue
Lecture notes
9 Innovations in ELT Presentation by Group 7 Journal articles and
Group/class discussion books on the issue
Lecture notes Groups prepare for
or seminars/workshops
Inviting guests
Organizing seminars/
workshops