TESOL Studies

This course is designed for English majored students to achieve pre-intermediate level to low intermediate level (equivalent to A2+ to B1­-– CEFR) in writing. The course provides students with practice in writing good sentences and different types of paragraphs. With regard to good sentence writing, students are given ample practice in sentence structures, grammar issue, capitalization and punctuation which are related to sentence skills in order to help students avoid common sentence problems and build sentences in a logical and grammatically correct manner. With regard to paragraph writing, each unit enables students to fully understand the organization of a complete paragraph, which consists of a topic sentence, supporting sentences and a concluding sentence.

This course presents an overview of countries in the Southeast Asia region in general and the ASEAN network in particular on their formation and development. In particular, this course focuses on providing students with a thorough review on the economic-historical-cultural-political aspects of these countries.

This intensive course is designed to provide TESOL students with a deeper insight into characteristics of young learners and adolescents regarding learning styles, attitude, and needs. This knowledge enables them to choose suitable teaching approaches, methods, strategies and technique for different groups of learners. Students have a opportunity to design lesson plans and sharpen their teaching skills during the micro-teaching session. The course also fosters students’ competence in communication, collaboration, critical thinking and reflection through a wide range of teaching and learning activities.

This course provides third-year students majoring in TESOL Studies with a systematic overview of key concepts, methods, instructional strategies and classroom management techniques relevant to English language teaching. Students are required to work in groups, to practice designing lesson plans and conducting micro-teaching sessions of language components (Grammar, Vocabulary, Pronunciation) and the four macro skills (Reading, Listening, Writing, Speaking). They also observe classmates’ performance and give comments in relation to teaching principles. Feedback from peers and lecturers supports students’ learning to better their teaching practices.