AN GIANG UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

FINAL PAPER

PERSONAL ACTION RESERACH PLAN

STUDENT NAME: TRẦN NGỌC DIỆU

STUDENT ID: DAV217348
CLASS: DH22AV1
COURSE TITLE: Action Research in English Language
COURSE CODE: PED620
INSTRUCTOR: Nguyen Thi Thuy Dao, PhD
DATE OF SUBMISSION: 10 January 2025
As a foreign student and a future teacher at An Giang University, as a student, I can look at the
specific challenges I face when learning English from the perspective of a second language
learner. Like many other foreign language learners, I have problems with English grammar,
vocabulary and pronunciation. My native language is Vietnamese, which is similar to English in
terms of alphabet, sounds and spelling. At first, when I learned English, I did not learn carefully
about English sounds, so I could not distinguish the obvious differences between sounds and
letters, and I mistook them as one. I only learned vocabulary and then read according to the
instructor, so I was not sure if I could remember and read correctly the words I had learned. That
is also a common problem for most Vietnamese people when learning English. I realized that
choosing teaching methods according to each age, each aspect and according to specific levels of
the target language will make the language acquisition process interesting, learners can link the
basic knowledge to support higher levels. The remaining perspective as a future foreign language
teacher, I realize that students' acquisition of a second foreign language depends largely on the
teacher, who directly guides the goals and new knowledge, who greatly influences the formation
and development of the language learning process. Choosing teaching methods according to each
student's level as well as the progress of the curriculum. In my teaching process, I found that the
amount of knowledge prescribed in 1 period is higher than the students' ability to absorb. In
Vietnam, students must participate in at least 10 subjects for both semesters in secondary and
high schools, requiring students to study 4-5 subjects in the same day. Requiring students to
absorb new knowledge in 45 minutes and remember the main content is quite difficult. Learning
a language is a process that includes many stages, we cannot guarantee that after each stage
students can remember and consolidate knowledge, the ability of each student is very different so
we cannot guarantee that the absorption of weak students is equal to that of good students. When
teaching, I encountered some major challenges in helping students not only improve language
skills such as grammar, vocabulary, pronunciation but also face problems related to students'
learning attitudes. These issues are especially important, because students' learning attitudes
directly affect their learning effectiveness, including their ability to absorb and use English.
Realizing this problem in the process of learning a second language, our group conducted a study
on the effects of teachers on students' English speaking process. We found that English speaking
skills are an important part of acquiring English language proficiency. Teachers play an
important role in students' learning, especially in English classes, where emotions, teaching
strategies, and teacher-related factors significantly impact students' engagement and motivation.
Positive emotions promote learning, while negative emotions hinder learning. Effective teaching
strategies and teacher qualifications further shape students' attitudes and preferences. To collect
information from participants at the Faculty of Foreign Languages, An Giang University, we
used a mixed-method approach including questionnaires and open-ended questions. Therefore,
learners' attitudes toward learning English and their outcomes are significantly influenced by
three components: teachers' emotions, teachers' content and strategies, and teacher-related
factors. Students will have a positive attitude and actively participate in the lesson if the teacher
is well-trained and has good emotions, content and strategies. On the other hand, learners will be
unhappy, bored, demotivated and weak, and they will not want to focus on the lesson. However,
teacher-related factors are considered to have the strongest influence on learners' attitudes
towards learning English and their results. In studies related to teachers' influence on students'
learning attitudes, there are many specific aspects of English teaching that need to be improved
to improve learning effectiveness. First of all, teaching methods need to be innovated and
diversified, from applying traditional methods to modern methods such as learning through
games, group learning or learning combined with technology. This helps to maintain students'
interest and enhance their practical communication skills. In addition, teachers also need to focus
on motivating students with positive and encouraging feedback, creating a learning environment
that is not afraid of mistakes, thereby helping students become more confident in using English.
Another important factor is to build a friendly and open learning environment, where students
feel comfortable and not pressured. Direct interaction between students and teachers, along with
the application of technology and multimedia resources in teaching will help students acquire
language in a lively and interesting way. In addition, teachers also need to personalize the
learning process, understand the needs and interests of each student to create appropriate lessons,
encourage students to develop self-study and teamwork skills. Finally, developing soft skills
such as communication, teamwork and problem solving will help students not only learn English
well but also prepare better for real-life situations. All of these factors play an important role in
improving students' learning attitudes and creating a positive and effective learning environment.
With the plan to improve English teaching, I hope to achieve measurable results, reflecting clear
progress in students' learning and attitudes. First, I want to improve students' scores and learning
outcomes, especially in listening, speaking, reading and writing skills. The goal is to increase the
average class score by at least 15-20% after one semester of implementing the action plan.
Secondly, I aim to increase student participation and interaction in group activities and
discussions. The results will be measured through the rate of student participation in these
activities and the change in attitude towards participation in lessons and extracurricular activities.
Another important goal is to increase student confidence in communicating in English. This will
be measured through surveys on student confidence and anxiety levels before and after
implementing the plan, with the goal of reducing at least 30% of students who feel anxious when
communicating in English. In addition, I expect to increase the use of technology in learning,
through students actively participating in online learning platforms and English learning
applications. The goal is for at least 80% of students to use these learning tools outside of class
to consolidate their knowledge. And, I want to develop students' self-learning and self-
management skills, with the goal of at least 70% of students completing independent learning
projects and achieving good results. These results will be an important basis for evaluating the
effectiveness of the action plan and helping me adjust my teaching methods to be more
appropriate and effective in the future.

My English Language Teaching Improvement Plan aims to address the challenges in the learning
process and improve students' language learning effectiveness. The main goal of the plan is not
only to improve students' language skills but also to change their attitudes and motivation to
learn, creating a positive learning environment where students feel confident and interested in
learning English. To achieve these goals, the plan will implement specific interventions,
including the application of communicative teaching methods, the use of technology in the
classroom, the development of students' self-learning ability and the creation of a learning
environment free from fear of errors. Along with that, the plan will be implemented according to
a clear process, with specific steps and timelines, from which teaching methods can be evaluated
and adjusted promptly. One of the important interventions in this plan is the application of
communicative language teaching (CLT). This method focuses on encouraging students to
participate in real-life communication activities, helping them learn English not only through
books but also through real-life situations. Instead of just learning vocabulary and grammar
separately, students will participate in group activities, discussions, role-plays, and language
games, where they have to use English to communicate and solve problems. The aim is to help
students use English flexibly and naturally in everyday communication situations, while
developing confidence in using the language. In addition, technology will play an important role
in the plan to improve teaching. Integrating technology into teaching not only makes students
more interested in learning but also provides them with flexible and creative learning
opportunities. Online learning tools such as Duolingo, Quizlet, Kahoot, and Edmodo will be used
to help students review vocabulary, grammar, and practice listening and speaking skills. These
online learning platforms not only provide interactive exercises but also create an interesting
learning environment, helping students learn English voluntarily and actively. Students can learn
anytime, anywhere, and receive immediate feedback on their assignments and tests. This will
help students maintain their interest and motivation in learning. In addition to using technology,
an important factor that cannot be missed is to encourage students to develop self-learning skills.
Students need to be aware that learning English does not only happen in the classroom but also
needs to be maintained and developed outside of class. Therefore, I will create opportunities for
students to self-study and find additional learning materials, from books, readings, online
learning videos to language learning applications. This helps students not only learn English in
class but also actively consolidate and improve their skills through self-study, while developing
effective time management and self-study skills. Students will be guided on how to use these
learning resources appropriately to achieve the best results. In addition to applying new teaching
methods and using technology, I also focus on creating a mistake-free learning environment
where students feel comfortable making mistakes and can learn from them. One of the important
factors in helping students become more confident in learning English is creating an environment
where they do not have to worry about being criticized or making mistakes. This is especially
important in language learning, as students need to be encouraged to experiment and use English
without fear of being criticized when they make mistakes. Therefore, in my classroom, students
will be encouraged and motivated every time they make mistakes to learn from those mistakes
and continue to develop their skills. To implement this plan to improve English teaching, I will
follow a specific process. The first phase (January) will be to assess the needs and levels of
students, through surveys and placement tests. The purpose is to identify the difficulties students
encounter in learning English, and then propose appropriate teaching methods. After collecting
information and analyzing the results, I will implement teaching methods and supporting
technology from February to April, facilitating students to learn English through communication
activities and online learning platforms. The mid-term assessment will be conducted in May,
through tests and student feedback on learning activities. Based on the results of this assessment,
I will adjust the teaching methods to be more appropriate. Finally, in June, I will conduct a
comprehensive assessment of students' learning outcomes through final exams and learning
attitude surveys, to measure students' progress and the effectiveness of the action plan. To
implement this plan, I will need a number of important resources, including teaching materials,
online learning software, and teacher training. Teaching materials such as Textbooks, practice
exercises, supplementary materials, along with language learning software, will help students
learn English effectively. Furthermore, teachers need to be trained in new teaching methods and
how to use technology in the classroom to improve teaching effectiveness. To monitor the
progress and evaluate the success of the plan, I will use several methods such as periodic tests,
student surveys, and teacher feedback. Mid-term and final tests will help assess the progress of
students in their language skills. Surveys of students' attitudes and confidence will help me
assess changes in students' perceptions of learning English. Feedback from teachers and direct
classroom observations will give me more insight into students' engagement and growth in
learning activities. Therefore, this English teaching improvement plan not only focuses on
improving students' language skills but also on developing their positive and confident learning
attitudes. Through the application of communicative teaching methods, integrating technology
into the classroom, encouraging students to learn independently and creating a learning
environment free from fear of mistakes, I believe that students will comprehensively develop
their English skills and become confident and proactive English learners.

In conclusion, the English Language Teaching Improvement Plan has proposed interventions to
address the challenges in learning and teaching English, including the application of
communicative teaching (CLT), the use of learning technology, encouraging students to develop
independent learning skills and creating a positive learning environment. These measures will
not only help students develop language skills but also improve their learning attitudes and
confidence in using English. However, in the process of implementing the plan, there will be
some potential challenges and barriers that need to be addressed. One of the major difficulties
that may arise is that students are not familiar with communicative teaching methods, especially
in environments where they are not confident in communicating in English. To address this, I
will start with simple, easy-to-understand communication activities and gradually increase the
difficulty so that students feel more comfortable. In addition, integrating technology into the
classroom may also encounter problems with technology infrastructure or students’ familiarity
with online learning tools. To overcome this, I will organize short training sessions to familiarize
students and teachers with online learning tools and ensure that all students have access to and
can use technology effectively. Another challenge is maintaining students’ motivation
throughout the learning process. To keep students interested, I will design diverse and engaging
lessons, using language learning games, group activities and real-life communication situations
so that students do not feel bored. At the same time, I will provide positive feedback and
encouragement to students throughout the learning process. The impact of these measures on
teaching activities will be huge. Applying the communicative teaching method will help students
develop practical skills such as listening and speaking, improving their ability to use language in
communication situations. Technology will not only create an interesting learning environment
but also help students actively practice and improve their language skills. Moreover, encouraging
students to learn on their own and creating an environment where they are not afraid of making
mistakes will help students have a more positive learning attitude, thereby comprehensively
developing their language skills. Finally, monitoring progress and evaluating the effectiveness of
the plan through testing, surveys and feedback will help me promptly adjust and improve
teaching methods, ensuring that students achieve the best results in learning English.