Experiential learning has been widely employed in professional training, especially preservice teachers’ training, as a supplementary to formal theoretical instruction. The purpose of experiential learning in preservice teachers’ education is to put the theory into practice, thereby reinforcing knowledge acquisition. However, in this paper, the impact and purpose of experiential learning is reexamined in the light of the Tutoring project 2015 – 2016, where the preservice teachers prepared and conducted lessons in pairs or groups even though they did not receive any formal training in pedagogy before and during the project. The research investigated the influences of the experiential learning Tutoring project on preservice teachers’ professional development from the aspects of challenges
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER The influences of the experiential learning Tutoring Project on ELT pre-service teachers’ professional development Supervisor: Nguyễn Thu Lệ Hằng, PhD Student: Nguyễn Phương Hà Course: QH2014.F1.E1 HÀ NỘI – 2018 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP Ảnh hưởng chương trình học trải nghiệm Tutoring Project phát triển nghề nghiệp sinh viên sư phạm tiếng Anh Giáo viên hướng dẫn: TS Nguyễn Thu Lệ Hằng Sinh viên: Nguyễn Phương Hà Niên khóa: QH2014.F1.E1 HÀ NỘI – 2018 Signature of Approval: _ I hereby state that I: Nguyen Phuong Ha, class QH2014E1 being a candidate for the degree of Bachelor of Arts (Honors) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper May 03, 2018 Signature Acknowledgements I would like to express my gratitude towards Dr Nguyen Thu Le Hang, my supervisor for your valuable feedback and support Without your insights, this research would not be possible I did learn a great deal from your comments It was indeed a pleasure to be your student I would like to offer my thanks to the participants of this research for sharing your thoughts and experiences My gratitude is extended to all the lecturers in the Fast-track program for instilling the can-do spirit in me My two years in the Fast-track program was a series of first times: the first time I made a documentary, the first time I designed a poster and, most importantly, the first time I acted as a teacher It was such an eye-opening journey My appreciation also goes out to my friends, especially Nguyen Huu Nhat Minh, for his support and encouragement, and those fellow classmates for your critical comments and witty jokes in the middle of the crisis Last but not least, I would like to express my deepest gratitude towards my mother, who taught me to never surrender to difficulties and challenges Thank you for always being my greatest source of strength and inspiration I am forever in your debt i Abstract Experiential learning has been widely employed in professional training, especially pre-service teachers’ training, as a supplementary to formal theoretical instruction The purpose of experiential learning in pre-service teachers’ education is to put the theory into practice, thereby reinforcing knowledge acquisition However, in this paper, the impact and purpose of experiential learning is re-examined in the light of the Tutoring project 2015 – 2016, where the preservice teachers prepared and conducted lessons in pairs or groups even though they did not receive any formal training in pedagogy before and during the project The research investigated the influences of the experiential learning Tutoring project on pre-service teachers’ professional development from the aspects of challenges Data were collected from both primary and secondary sources Specifically, the materials related to the project, such as lesson plan, course guide, teaching materials were gathered Additionally, five pairs of pre-service teachers and one supervisor were asked to participate an online telephone interview After that, qualitative inductive content analysis was utilized to process the data The results pointed out major challenges facing the pre-service teachers during the project, such as learner profile, content, time management, learner engagement, classroom management and emotion Moreover, the growth of the pre-service teachers was visible regarding teaching skills, teacher identity and the perception of their role in relation to learners Finally, the participants proposed solutions to make up for the lack of pedagogical training and to improve the Tutoring project as a whole Overall, the analysis of lesson plans and interview confirmed the influences of the experiential learning without theoretical training on professional development Based on the findings, the paper also puts forward certain recommendations such as promoting the role of peers and providing detailed orientation at the beginning of the course ii List of tables and figures TABLES & FIGURES PAGE Figure 2.1.: Kolb’s Learning Cycle Table 4.1.: The difficulties from the pre-service teachers’ perspective 26 Table 4.2.: Improvement as perceived by pre-service teachers 34 Table 4.3.: Sources of knowledge 37 iii TABLE OF CONTENTS PAGE Acknowledgements i Abstract ii List of tables and figures iii CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Statement of research problem 1.3 Scope of research 1.4 Significance of the study 1.5 Thesis organization CHAPTER 2: LITERATURE REVIEW 2.1 Key concepts 2.1.1 Experiential learning 2.1.2 Teachers’ professional development 2.2 The impact of experiential learning on pre-service teachers’ professional development 2.3 Kolb’s learning cycle 2.4 Principle of Instructed Language Learning by Rod Ellis (2004) 2.5 Context: The Tutoring project 2015 – 2016 2.6 Summary 13 iv CHAPTER 3: METHODOLOGY 14 3.1 Sampling 14 3.2 Data collection 15 3.3 Data analysis 16 CHAPTER 4: FINDINGS AND DISCUSSION 18 4.1 Findings 18 4.1.1 Lesson plan analysis 18 4.1.2 Interview data analysis 23 4.1.2.1 Procedure of Tutoring project 2015 – 2016 23 4.1.2.2 Challenges 25 4.1.2.3 Lessons from Tutoring project 2015 – 2016 32 4.1.2.4 Suggestions for improvement 39 4.2 Further discussion 43 4.3 Summary 48 CHAPTER 5: CONCLUSION 50 5.1 Summary of major findings 50 5.2 Implications 51 v 5.3 Limitations and suggestions for further study 52 References 53 Appendix: Course guide 4C* 55 vi REFERENCES Beard, C., & Wilson, J P (2006) Experiential Learning: A best practice handbook for educators and trainers London, UK: Kogan Page Bengtsson, M (2016) How to plan and perform a qualitative study using content analysis NursingPlus Open, 2(1), 8-14 Ellis, R (2005) Principles of instructed language learning System, 33(1), 209-224 Gil-Gomez, J., Chiva-Bartoll, O., & Martı-Puig, M (2015) The impact of service learning on the training of pre-service teachers: Analysis from a physical education subject European Physical Education Review, 21(4), 467-484 Harwell, M R (2011) The Sage handbook for research in education: Pursuing ideas as the keystone of exemplary inquiry (2nd ed.) Thousand Oaks, CA: Sage Hoyle, E., & Megarry, J (1980) Professional Development of Teachers New York, NY: Routledge Hsieh, H.-F., & Shannon, S E (2005) Three Approaches to Quanlitative Content Analysis Qualitative Health Research, 15(9), 1277-1288 Jiang, Y (2017) A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China Berlin, Germany: Springer Kothari, C R (1990) Chapter 6: Methods of Data Collection In C R Kothari, Research Methodology: Methods and Techniques (pp 97-98) New Delhi, India: New Age International 52 Kumar, R (1999) Resarch Methodology: a step-by-step guide for beginners London, UK: SAGE McLeod, S A (2013) Kolb - Learning Styles Retrieved from www.simplypsychology.org/learning-kolb.html Mukeredzi, T G (2016) Teacher professional development outside the lecture room: Voices of professionally unqualified practicing teachers in rural Zimbabwe secondary schools Global Education Review, 3(4), 84-106 Nguyen, H T (n.d.) An overview of the Fast-track program Hanoi: University of Languages and International Studies Nguyen, H T., Hudson, P., & Hudson, S (2008) Challenges for preservice EFL teachers entering practicum Asia TEFL International Conference: Globalizing Asia: The Role of ELT Bali, Indonesia: Southern Cross University Nguyen, M T (2017) Models of Mentoring in Language Teacher Education Berlin, Germany: Springer Ramaswamy, S., & Ramaswamy, P (2016) Global Perspective on Experiential Learning Global Education Review, 3(4), 1-5 University of Languages and International Studies (n.d.) 4C* Syllabus Hanoi, Vietnam Wurdinger , S D., & Carlson, J (2010) Teaching for experiential learning : five approaches that work Plymouth: Roman & Littlefield Education Yu, Y., & Hunt, J A (2016) A Connected Space for Early Experiential Learning in Teacher Education Global Education Review, 3(4), 33-53 53 APPENDIX Course guide 4C* (To be provided at the beginning of the second semester) Vietnam National University, Hanoi University of Languages and International Studies Faculty of English Language Teacher Education Fast Track Division INSTRUCTOR’S INFORMATION Name: Dr Vu Hai Ha Phone: 0983536788 Office: 203B2 (Consultation time: Appointments to be made) Email: haiha.cfl@gmail.com GENERAL INFORMATION OF THE SUBJECT Program: Fast-track Program (for Teacher-trainees) Course title: 4C* (ENG4030*) Number of Credits: Type of course: Compulsory Optional Prerequisite: 3A*, 3B*, 3C* Department in charge: Fast Track Division – FELTE COURSE DESCRIPTION This course is designed to prepare the students for the university standardized exam through supporting as well as reinforcing the knowledge that students have gained from prerequisite and co-requisite courses to upgrade their English proficiency level from C1to C1 or C1+ (CEFR) The course focuses on the development of four language skills: listening, speaking, reading and writing at C1(+) level More importantly, in class, students will be guided by both their peers and the teacher to develop effective test taking strategies to reach the requirements and level of the university standardized test successfully through targeted practice and tasks under time pressure Besides, this course also offers plentiful learning opportunities for students to meet the goals of developing communication and academic skills including academic reading and writing skills, report and presentation skills, critical thinking skills, as well as academic research skills The focus of the course is on developing the students’ research skills through their conduct of a group research project Scaffolding is an important element in this course as assistance is provided to the students at each stage of their research process 54 in the form of academic consultation, peer and teacher feedback and withdrawn when they are ready to work independently COURSE OBJECTIVES Upon the successful completion of the course, students can: • • • plan, prepare for, and conduct a lesson as well as provide oral and written feedback with teacher’s guidance and support; plan, prepare for, and conduct a small-scaled research project as well as write a short research article to report this research process using proper academic English; an d improve their English language competence to meet the requirements of C1(+) equivalent, namely: o give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion; o write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion; o understand a wide range of recorded and broadcast audio material, including some non-standard usage, and identify finer points of detail including implicit attitudes and relationships between speakers; and o understand in detail lengthy, complex texts, whether or not they relate to his/her own area of specialty, provided he/she can reread difficult sections COURSE SYLLABUS WEEK Research Project - Tutoring project Introducing the course (objectives, syllabus, assessments and requirements) Finalising tutorial topics and agenda Reviewing research proposals Studying samples of research articles Designing and conducting a survey questionnaire Tutorial Designing and conducting an interview Tutorial Collecting data: Further practice and consolidation Tutorial 55 Writing the introduction Tutorial Report on data collection (phase 1) Feedback on homework (Tutorial 1) Writing the literature review Tutorial Report on data collection (phase 2) Feedback on homework (Tutorial 2) Discussing the methodology Tutorial Report on data collection (phase 3) Feedback on homework (Tutorial 3) MID-SEMESTER REVIEW: Consultation Day & Wrapping up data collection for research projects Reporting and discussing the quantitative data Tutorial Reporting and discussing the qualitative data Tutorial Reporting and discussing data analysis: Further practice and consolidation Tutorial Writing the conclusion Tutorial 10 10 11 12 Feedback on homework (Tutorial 4) Feedback on homework (Tutorial 5) Feedback on homework (Tutorial 6) Feedback on homework (Tutorial 7) 13 Writing the abstract Feedback on homework (Tutorial 8) 14 Finishing off: Layout, format, citation and the references Feedback on homework (Tutorial 9) Oral presentations of research projects 15 - Course review Preparations for the CLC Day Nominations for the 4C* competition on CLC Day Feedback session (Tutorial 10) COURSE MATERIALS Classroom materials are collectively prepared by the students and teachers For further practice at home, students could refer to (but are not limited to the following materials): Cambridge University Press (2005) Cambridge certificate in advanced English with answers (4-6) Cambridge: CUP 56 English Department, ULIS (2005) Graduation Paper Guidelines Hoang, X.H & Nguyen, T.T.M (2008) Research Methodology: Course book for third year students ULIS, VNU Kenny, N & Sunderland, P (?) CAE practice tests plus 1-2 Longman Mann, M & Taylore-Knowles, S (2008) Destination C1 & C2: Grammar and Vocabulary Oxford: MacMillan MacKey, A & Gass, S.M (2005) Second Language Research Methodology and Design London: Lawrence Erlbaum Associates, Publishers O’Dell, F (1996) CAE Writing skills Cambridge: CUP ASSESSMENT Tasks Attendance and participation The tutoring project The research project End-of-term test Weight 20% 30% 20% 30% Tasking Individual & Group Pair/Group Pair/Group Individual Exemption for international certificate holders No Partly No Yes ATTENDANCE & PARTICIPATION (20%) In-class attendance and participation (10%) This will be assessed by both the teachers AND the students themselves basing on individuals’ efforts to: - (a) go to class (a1) on time and (a2) regularly, as well as - (b) participate actively in in-class activities for both the tutoring and the research projects CLC Day (10%) At the end of the semester (after Week 15), all students are expected to join hands with other classes in the Fast-track program to organize and participate in a common event called the CLC Day This is a half-a-day (or whole-day) event where people in AND out of the Fast-track group and/or the university are invited to participate, view the students’ and teachers’ collaborative efforts during the semester, socialize and have fun For the second semester, Year students (of E1 and E21) and head teacher (Ms Nguyen Thi Nhung) are in charge of hosting this event It is advisable that there be an organizing committee (of 6-10 members from these classes) who work closely with the head teacher for the success of this event Although they are in charge of organizing the events and hold The end-of-term test will include 04 papers for second-year students: Listening, Reading, Writing and Speaking The Writing paper will be counted towards 4A*, the Listening and Speaking papers towards 4B*, and the Reading paper towards 4C* All papers will follow the VSTEP format 57 the main responsibility, they are entitled to delegate proper amount of work to students outside the committee and report to the head teacher any lack of cooperation for assessment later on To reward these extra efforts, each member of this committee will be automatically awarded 10.0 for this assessment (provided that their contribution is deemed satisfactory by the head teacher) ALL students in the Fast-track program are required to participate to: - Showcase their learning products from each of the English language courses; and Nominate and enter ONE to TWO best learning products/performances from each course for a competition between groups o The nominees are to be decided/voted by the students in each class by Week 15 Teachers CANNOT participate in this nomination o The winners will be voted by both the audience and the teachers during the CLC Day o Prizes and awards will be given in forms of bonus points for the individuals or groups with the winning performance(s)/product(s) o Bonus points will also be given to the class with the winning team (See Appendix 4), so it is advisable that the nominations be made responsibly and wisely For Course 4C*, the learning product to be showcased is: A 3x3 research report - The students can choose to showcase the research project(s) that they think is/are best On the CLC Day, the nominee(s) will have exactly 03 minutes and a maximum of 03 PPT slides to introduce and present the project to the audience They are also expected to answer questions from the judges and the audience after these 03 minutes ALL of the nominees will earn: o A bonus of 0.25 to pt for their overall research project assessment (First prize: +1 pt, Second: + 0.75, Third: +0.5, Consolation: +0.25), and o 06 points automatically awarded to their attendance & participation scores (See Appendix 6) - Note that although only the individuals or groups with the winning products/performances will be awarded these bonus scores, everyone will be assessed for their attendance and participation in the event (See Appendix 6) Therefore, every student should contribute their part to the success of this event TUTORING PROJECT 2: VSTEP TUTORIALS (30%) - At the beginning of the course (Week 1), students and teacher will select a list of “Top 10 VSTEP issues” they need to work on in the order of priority The aim is to achieve C1(+) proficiency in English (CEFR) using the VSTEP format by the end of the semester The agenda for the tutorials will be developed by both the students and the teacher accordingly and specifically to these needs in Week 58 - - - Students then work in pairs (or groups of three) to become “the tutors” for 01 week/tutorial, whereas the teacher becomes the “supervisor” and other students play the role of “the tutees” Tutees from outside the Fast-track program are welcome to join, though this is not a compulsory requirement for this project The supervisor will: o Define the aims of the lesson together with the tutors; o Assist the tutors in planning and preparing for their lessons; o Assess the tutors’ performance (see Appendix 1) and the tutees’ attendance, participation and homework (see Appendix 4); The tutors will: o Plan, prepare for, and conduct their tutorials according to the prescribed aims Note that: ▪ All tutorials must aim at preparing the tutees for the C1(+) English language test according to the VSTEP format The tutorial therefore should avoid oneway lecturing and provide as many test-taking strategies and practice opportunities as possible ▪ The (reading, listening etc.) texts and (speaking, writing etc.) topics should be relevant to the VSTEP format The texts and topics could be taken, or adapted from relevant books, websites etc (NOT from other English language courses in the Fast-track program) but the sources must be adequately documented ▪ Lesson plan and handout templates are provided (see Appendix 2) ▪ The general lesson plan and main handouts must be completed and discussed (online/offline) with the supervisor ONE week before the lesson (see Syllabus) The soft copies of the lesson plan and main handouts must be sent to the teacher 01 day before the discussion ▪ It is NOT necessary that every single handout or activity used in the real lesson must be approved by the supervisor o Provide the tutees with some homework relevant to the tutorial (e.g practice tests, home essays, quizzes) for further practice (equivalent to 40-60 minutes of practising at home) The homework should be posted on the online sites set up in the Tutoring project in Semester o Assess and provide feedback on the tutees’ work Note that: ▪ Feedback on tutees’ written work (e.g essays, tests, written reflections) and speaking tasks is due 03 weeks after the lesson (see Syllabus) and should use the templates specified in Appendix ▪ Answer key to close-ended tasks (e.g reading, listening exercises) should be provided online 01-03 weeks after the lesson ▪ Nominal scores may be provided by the tutors for each tutee basing on their performances if desired Note that “8.5 to 10” means a C1(+) equivalent ▪ The tutors assess each tutee’s attendance and participation using Appendix and keep a record of this assessment ▪ 03 weeks after the tutorial, the tutors will have 20 minutes for a feedback-onhomework session (see Syllabus) This feedback session should highlight the major and most common problems in the completed homework and suggest the solutions 59 - o Conduct the tutorial Note that: ▪ The tutorial should last for 55 minutes; and ▪ The tutorial should meet the criteria specified in Appendix o Collect feedback from the supervisor and the tutees regarding their performance: ▪ Each lesson will be followed by a 20-minute feedback-on-tutorial session ▪ In this feedback session, both peer feedback and supervisor’s feedback will be provided ▪ Peer feedback is written and supervisor’s feedback is oral The tutees will: o Define the aims of the lesson together with the supervisor; o Attend the tutorials conducted by the tutors (and the supervisor); o Complete classroom tasks and/or homework provided by the tutors o Provide feedback on the tutors’ performance (see Appendix below); and o Receive participation and attendance scores basing on their contribution to the tutorials (see Appendix 4) o Note that international certificate holders are not required to attend these tutorials or complete the homework (see Appendix 4) However, they are required to perform the “tutor” roles and assessed by the tutees without any other exemption RESEARCH PROJECT 2: RESEARCH ARTICLE (20%) - - Basing on the research proposals completed in Semester 1, pairs/groups of students are expected to write a complete research article The article should: o be of 1,500 to 2,000 words (for the main text only); o be due in Week 15; and o meet the criteria specified in Appendix and hence make use of the weekly inclass discussions and guidelines (see Syllabus) Note that: o The grouping and/or research topic could be changed, but the negotiations and extra work involved should be at the students’ own risk Consultation could be arranged with the teacher regarding this adjustment if desired o Proper adjustments could be made to the original plan outlined in the research proposals in Semester to better meet the requirements above; o Should the students wish to develop their proposal into a full student research paper: ▪ they should strictly adhere to the university guidelines and deadlines for this paper; ▪ they will continue to work with their teacher of the previous term and become the students under their complete supervision Any discussion and feedback regarding their project will not be carried out with their current teacher; ▪ the score for this project will depend on the ranking of this paper by the university committee (i.e., 10 for first prize; 9.7 for second prize; 9.5 for third prize and 9.0 for consolation prize); 60 ▪ ▪ they are also exempt from attending classes related to this project if they wish to; and should they decide to withdraw from, or not be qualified for the faculty assessment round, their results will be assessed and determined by their supervisor solely In this case, the maximum score for the whole project should not be above 9.0 61 APPENDIX ASSESSMENT SHEET OF THE TUTORS’ PERFORMANCE Name of the tutors: ………………………………………………………………… Assessment criteria Max Score The aim is clear, appropriate and well achieved in the lesson The lesson plan, materials are wellprepared The lesson has a suitable lead-in, progresses well and concludes appropriately 1.5 Interactions, instructions and feedback with the tutees are frequent and effective during the lesson 1.5 (Assessed by the tutees) The lesson provides useful strategies and practice for my C1 proficiency exam preparation (Assessed by the tutees) Feedback on tutees’ homework is clear, detailed, useful and on-time (Assessed by the supervisor) The homework is appropriate in terms of quantity and quality (Assessed by the supervisor) The feedback session is clear, detailed and useful 1 1 Others (time management, manners of delivery, use of English etc.) 62 Your score Notes & comments TOTAL 10 Assessed by: □ Supervisor/Teacher □ Date: ./ / Students (name: …………………….) APPENDIX TUTORIAL PLAN AND HANDOUT TEMPLATES 2A TUTORIAL PLAN TEMPLATE TUTORIAL PLAN Tutorial Tutors’ names: _ Level and number of tutees: _ Aims: _ Aids & resources: _ Procedure: Main Timing Tutor’s activities Tutees’ activities Materials stages & Aims • • • • • … Homework: _ 2B HANDOUT TEMPLATE _4C* English for C1 Proficiency Exam Tutorial Lesson objectives: By the end of the lesson, students can: - ………………….; ………………….; and ………………… BEFORE YOU WRITE … 63 APPENDIX HOMEWORK FEEDBACK SHEET TEMPLATE Name: ………………………………………………………………… Assessment criteria Task fulfillment Maximum Score Your score Notes & comments 2.5 Vocabulary (accuracy and range) Grammar (accuracy and range) Development and coherence Pronunciation and fluency (for speaking tasks) TOTAL 2.5 2.5 2.5 2.0 10 Assessed by: ……………………………… Date: ……./………./……… APPENDIX FEEDBACK SHEET ON TUTEES’ ATTENDANCE & PARTICIPATION2 Tutee’s name: ………………………………………………………………… Assessment criteria Maximum Score (Assessed by the tutors) The tutee attended and participated in all tutorials 0.5 x tutorials = pts Your score Signatures of tutors (0: no attendance, 0.5: attendance and active participation; 0.1-0.4: limited participation) International certificate holders will automatically get 10 (out of 10) for this assessment 64 0.75 x tutorials = pts (Assessed by the tutors) The tutee completed the homework of 10 tutorials (0: not doing any, 0.75: all done with satisfactory quality; 0.1-0.7: poor/lower quality, unfinished homework, late submission etc.) APPENDIX ASSESSMENT CRITERIA OF RESEARCH ARTICLES Criteria The choice of topic is well justified and the research problem is significant (A max bonus of pt is awarded for topic addressing new, challenging or contentious issues) The aim and scope are clearly defined Max 0.5score pt pt The title & abstract accurately reflects its aim and content 0.5 pt The article provides a brief but critical review of relevant literature pt The methodology employed is appropriate and reliable enough pt The presentation of the findings is clear, relevant and coherent pt The analysis of the findings is clear, relevant, coherent and critical 1.5 pts The conclusion highlights the contributions and limitations of the study The layout, format, length, references etc are relevant pt pt The article is written in good academic English 1.5 pts Penalty: late submission (-10%/day), poor contribution (-10% to 100%), plagiarism (see the Fast-track Plagiarism guidelines) , exceeded word count (-10% for each ±200 words) etc Total APPENDIX ASSESSMENT CRITERIA OF THE PARTICIPATION IN CLC DAY 65 10 points Criteria Tasking The event is fun Whole class pt The event is interactive Group pt The event showcases the knowledge of the students as underlined in the 4C* course Group pt The event showcases the skills of the students as underlined in the 4C* course Group pt The event showcases the outcomes/products of the students’ learning process in the 4C* course Group pts The competitions and competitors are well-supported by you Whole class pt The event is well-attended by various people (e.g faculty managers, teachers, friends etc.) Whole class pt The venue is relevant and well-decorated for the event Whole class pt The reception (welcoming, refreshments, wrapping up etc.), instruction and assistance are good Whole class pt Bonus points (if the winning team is from your class) Whole class 1st prize: +0.5, 2nd: + 0.3, 3rd: + 0.1 Max score Total 10 pts Criteria 2-6 apply to those who are NOT nominated for the competitions only As for the nominees, they are automatically granted full scores for these criteria Assessment for other criteria, however, still applies 66 ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP Ảnh hưởng chương trình học trải nghiệm Tutoring Project phát triển nghề nghiệp sinh viên sư phạm tiếng. .. production.” (From Ellis, 2004, p 209-224) 2.5 Context: The Tutoring project 2015 – 2016 ? ?Tutoring Project? ??, or the Tutoring Program, is the name of the project where the pre-service teachers acted the... and participation in CLC (20%), the Tutoring project (30%), the research project (20%) and the end-of-term test (30%)” The Tutoring project and the 10 research project were conducted simultaneously