Procia (ISSN: 3083-2330) is an international proceedings publishing platform dedicated to disseminating high quality scholarly work presented at academic conferences across diverse disciplines. Published by Researcher Publishers, Procia provides a rigorous and open access venue for sharing emerging research findings and scholarly advancements with the global academic community. Procia works exclusively with conference organizers to publish complete volumes of conference proceedings and does not accept submissions from individual authors. By supporting interdisciplinary dialogue and professionally managing conference outputs, Procia enhances the visibility, impact, and scholarly recognition of conference research while contributing to global academic exchange.
Cultural bias in English for tourism: Warmth–competence perceptions and emerging intercultural awareness
The global tourism industry relies heavily on cross-cultural encounters, positioning language proficiency and intercultural competence as essential skills for future professionals. While English for Tourism courses aim to develop communicative competence, little attention has been given to the ways cultural bias shapes how students perceive and respond to cultural others. This qualitative case study explores how six Vietnamese undergraduate tourism students describe tourists and how they recognise and reinterpret their biases in service interactions as part of developing intercultural competence. Drawing on the Stereotype Content Model (SCM) and a targeted Intercultural Communicative Competence (ICC) lens, focusing on attitudes and critical cultural awareness, the study analyses semi-structured interviews conducted in Vietnamese using combined deductive and inductive thematic coding. Results show that students’ early impressions were shaped by both indirect sources (media and family) and direct sources (coursework and workplace contact). Participants routinely described guests using warmth and competence evaluations, reported adjusting service behaviours accordingly (speech rate, formality, and patience), and each recounted at least one incident of reflection and reinterpretation, typically prompted by either direct workplace encounters or classroom feedback. Findings underscore the need for English for Tourism curricula to integrate SCM-informed discussion, explicit stereotype-reflection tasks, and guided reflection on workplace encounters alongside functional language training, so that students can develop both communicative effectiveness and critical intercultural awareness.
Copyright (c) 2026 Nguyen Khanh Dan Truong https://creativecommons.org/licenses/by-nc-nd/4.0
From playback to performance: Enhancing English speaking through question-answer videos
This study explores the use of question-answer videos outside the classroom to improve speaking skills among English 3 EFL students at the National College of Education in Ho Chi Minh City. The study used a quasi-experimental design with 160 students in the treatment group (2023-2024) and 160 students in a historical control group (2022-2023). The treatment group used video-based practice to support their learning. Data were collected through final speaking test scores, questionnaires, and semi-structured interviews with teachers and students. The findings suggest that students who practised with the videos demonstrated greater improvements in grammar and vocabulary, pronunciation, discourse management, and interactive communication than the control group. Participants also reported increased motivation and confidence. Despite challenges related to fast speech, unfamiliar vocabulary, and cognitive overload, the findings suggest that structured video-based practice can support out-of-class speaking development in EFL contexts when tasks are carefully designed.
Copyright (c) 2026 Hang Le Thi, Thanh Dau Thi, Duong Pham Ngoc Thuy https://creativecommons.org/licenses/by-nc-nd/4.0
Domestic field trips: Exploring English majors' perceptions at a Vietnamese university
This study examines how English majors at Saigon University perceive domestic field trips as part of their language learning. A mixed-methods design was used to collect data. First, a survey was administered to 132 students. Then, ten students were interviewed using open-ended questions to gain deeper insights. The study examines how students view the role of domestic field trips in their academic programme, especially in supporting language learning. It also explores the advantages and challenges students associate with these trips, particularly in relation to real-life language use and professional development. The survey results show that most students consider field trips useful because they help them use language in real-life situations, learn about different cultures, and feel more motivated to learn. Qualitative insights from survey responses and interviews provide a deeper understanding of how students value the trips for developing practical skills and planning their careers. Despite these benefits, several problems were identified, including organisational issues, inconsistent student engagement, and limited opportunities to practise speaking during the activities. These results show how experiential learning can support language education and suggest that teaching methods should include organised, practical activities as part of English language courses at tertiary level.
Copyright (c) 2026 Thế Phi Trần Thế, Gia Khánh Nguyễn Hoàng https://creativecommons.org/licenses/by-nc-nd/4.0
Bridging the writing gap: Development and evaluation of the PenTell website for senior high school students
Writing is one of the significant skills that contributes to every student’s academic and professional success. It supports critical thinking, effective communication, and lifelong learning. However, writing problems remain evident among senior high school students. This study assessed students’ writing performance in vocabulary, grammar, mechanics, and coherence and used the findings to develop the PenTell website as supplementary course material. Anchored in the ADDIE model, constructivist theory, and the TPACK framework, the study employed a descriptive-developmental design. Student essays were evaluated using a validated rubric, and the developed website was assessed by English teachers handling writing subjects. The findings showed that students continued to experience challenges across the four linguistic areas, particularly grammar and mechanics. The teacher evaluation indicated strong agreement with the website’s content quality, instructional design and effectiveness, usability, and accessibility. The study suggests that the PenTell website, together with downloadable modules and assessment activities, can support writing instruction by providing structured, accessible, and technology-enhanced materials for senior high school students.
Copyright (c) 2026 Dr. Ciney S. Dunque https://creativecommons.org/licenses/by-nc-nd/4.0
ChatGPT as a motivational tool in EFL classrooms: A study on non-English majors at Ho Chi Minh City Open University
Artificial intelligence (AI) has developed rapidly, and its growing presence in education is increasingly evident. AI chatbots are now widely recognised as useful companions in foreign language learning. This study examines how ChatGPT may influence English language learning in Vietnam by investigating the motivational perceptions of non-English major students at Ho Chi Minh City Open University. A total of 207 students participated in a questionnaire-based survey, reporting their familiarity with and frequency of ChatGPT use. The data were analysed using descriptive statistics and inferential tests to examine differences in motivational patterns across students with varying levels of ChatGPT use. The findings offer insights into learner attitudes and provide implications for integrating AI tools into general EFL instruction.
Copyright (c) 2026 Minh Tran https://creativecommons.org/licenses/by-nc-nd/4.0
The application of ChatGPT to enhance grammatical accuracy in Part 3 of the IELTS speaking test: A case study of learners at Active English Center, Da Nang
In the context of globalization and the increasing demand for international communication, the IELTS certificate plays a pivotal role in providing learners with access to global educational and employment opportunities. However, many students continue to struggle with language skills, particularly speaking, due to the tendency to speak without consciously considering the form of their language. This issue is especially prevalent in Vietnamese contexts where learners often lack sufficient practice environments. This case study was conducted with 12 learners at Active English Center in Da Nang, who practiced with ChatGPT over six weeks to improve grammatical accuracy in IELTS Speaking Part 3. A post-questionnaire was also administered to explore learner perceptions regarding the use of ChatGPT for speaking enhancement. Despite the small sample size, the findings indicate that ChatGPT significantly improves learners’ grammatical accuracy. The study offers practical insights for integrating AI tools into English language instruction and has implications for English as a Medium of Instruction (EMI) contexts where learners face similar challenges in developing spoken accuracy.
Copyright (c) 2026 Anh Nguyen https://creativecommons.org/licenses/by-nc-nd/4.0
An innovative AI-supported technique in enhancing grammar accuracy in English medium education at a university in Vietnam
To address English Medium Education (EME) biotechnology students’ grammar concerns in specialized writing, an innovative technique combining Murray’s Process Approach Theory (1972) and Willis’s (1996) and Ellis’s (2003) Task-Based Language Teaching Method was implemented. An 8-week ChatGPT intervention on grammar accuracy was conducted with EME biotechnology freshmen at a Ho Chi Minh City university. A quantitative study of 42 participants included an experimental group using ChatGPT for writing assignments and a control group receiving conventional writing instruction. Both groups’ grammatical competence was assessed via pre- and post-tests; the experimental group’s attitudes were explored through an English-Vietnamese questionnaire. Findings showed the experimental group’s grammar accuracy significantly outperformed the control group. Questionnaire data revealed positive behaviours, including higher self-efficacy and motivation for learning writing grammar. These findings suggest ChatGPT improves grammar as an effective writing assistant in EME contexts, offering real-time feedback and promoting autonomous learning to overcome grammar anxiety. The study also suggests educators address over-reliance and technology knowledge gaps for EME scenarios. Finally, limitations such as small sample size, focus only on grammar, and limited generalizability were reported and expected to be fulfilled in the future.
Copyright (c) 2026 Linh Vo https://creativecommons.org/licenses/by-nc-nd/4.0
Lecturer perspectives on EMI assessment practices at Nguyen Tat Thanh University: Explaining GPA improvement
English-Medium Instruction (EMI) is expanding rapidly in Vietnamese higher education, yet the reasons behind recent grade improvements remain unclear. This qualitative case study explores how lecturers explain the single-year rise in credit-weighted grade-point averages between the 2022-2023 and 2023-2024 first-year EMI cohorts at Nguyen Tat Thanh University (NTTU). Engaging with literature that links assessment reliability and language scaffolding to student performance, but seldom foregrounds teacher perspectives, we conducted semi-structured interviews with six purposively selected lecturers (three STEM, three non-STEM). A five-prompt guide elicited narratives on rubric use, marking consistency, language-content balance, feedback practices, and perceived grade validity. Transcripts were analysed inductively using reflexive thematic analysis (RTA) with double-coding. The intercoder agreement on an overlap sample reached κ = .85. Five interrelated themes emerged, namely (1) clearer rubric interpretation through collaborative discussion, (2) informal peer-moderation circles that foster shared interpretation of rubric criteria and curb leniency drift, (3) wider use of bilingual and multimodal feedback that reduce language-related content loss and help students revise more effectively, (4) a more equitable balance between content mastery and linguistic accuracy in marking, and (5) lecturers’ attribution of the GPA rise to improved transparency and fairness rather than reduced rigor. By linking these lecturer-driven practices to archived cohort GPA shifts, the study adds process-level evidence to EMI quality-assurance debates and offers a scalable, low-cost model for strengthening assessment literacy and feedback uptake in similar contexts.
Copyright (c) 2026 Do Quoc Khanh https://creativecommons.org/licenses/by-nc-nd/4.0
The role of medical ESP in training a sustainable healthcare workforce
In the era of globalisation and transnational healthcare, English for Specific Purposes (ESP) in the medical domain may help strengthen professional language proficiency, intercultural communication, and global awareness among healthcare professionals in the analysed contexts. This scoping review identifies the role of Medical ESP in preparing a healthcare workforce capable of contributing to sustainable development, with a particular focus on Sustainable Development Goals (SDGs) 3 (Good Health and Well-being) and 4 (Quality Education). Guided by the PCC (Population, Concept and Context) framework and a systematic search strategy in the ERIC database, the study synthesised academic literature on the design, implementation, and evaluation of ESP programmes in medical and global contexts. The findings indicate that contemporary Medical ESP curricula increasingly integrate global health, professional ethics, disciplinary communication, and interprofessional education, thereby fostering global competence among medical students and practitioners. At the same time, the role of ESP instructors has evolved from language facilitators to agents of education for sustainable development (ESD). However, notable gaps remain in the explicit incorporation of ESD principles into programme frameworks and in the development of appropriate assessment tools. This review offers preliminary insights that may inform the rethinking and redesign of Medical ESP curricula in line with the demands of a globalised healthcare workforce.
Copyright (c) 2026 Nguyet Phan, Nhi Pham https://creativecommons.org/licenses/by-nc-nd/4.0
Teaching grammar communicatively to EFL students: A mixed-methods study
This study employed a mixed-methods exploratory design. It aimed to focus on gaining insights and understanding of EFL communicative teaching approach, which employed AI-generated illustrations as an English-medium instruction (EMI) technique to provide rich visual input that supported comprehension of grammar items and communicative tasks in teaching English tenses to EFL learners using pictures at a foreign language centre. Participants were 40 university students (30 female and 10 male) from 19 to 22 years old voluntarily taking part in the study. First, those participants were divided into two groups with 20 students each: The control group (CG) learned English basic tenses through traditional methods, while the experimental group (EG) was taught with AI-prompted images as EMI devices which supported a communicative approach, aiming to enhance understanding and practical use of tenses. Then, EG students were required to respond via post-task Think-Aloud protocol (TAP) after each session. Last, they were interviewed (IDI) to probe deeper insights into their improvement in English grammar, particularly in understanding and applying tenses. The statistical analysis of experimental data was followed by thematic analysis of data sets of post-task TAP responses and the interview. Results and findings revealed the impact of grammar teaching by using images on the research site. The results indicated that when students grasped grammatical items more quickly, they developed a deeper understanding, retained the knowledge longer, and showed greater enthusiasm in using grammar actively and effectively. This increased engagement supported their achievement of EFL classroom learning goals.
Copyright (c) 2026 Nguyen Thi Manh Ha, Thao Vo https://creativecommons.org/licenses/by-nc-nd/4.0
Bridging global pedagogy and local practice: Pre-service EFL teachers' textbook adaptation strategies
English language education globally promotes communicative teaching approaches, yet implementation in local contexts often faces practical constraints. This qualitative study with descriptive quantification investigates textbook adaptation strategies commonly employed by pre-service EFL teachers during lesson planning and factors influencing their adaptation decisions, addressing the critical gap between global pedagogical theories and local classroom applications. To do so, eight female final-year students were selected on a voluntary basis from a cohort of 33 in an English teacher education program at a university in Vietnam. Drawing on pedagogical content knowledge (PCK) and EFL textbook adaptation frameworks, data from lesson plans and semi-structured interviews during their mandatory 8-week teaching practicum at four local high schools were analysed thematically. The findings reveal that pre-service teachers employ cautious adaptation approaches, primarily adding supplementary activities rather than fundamentally modifying existing textbook content. Three primary strategies emerged: Addition as the most common approach, followed by combined Addition and Change, and Change alone. The principle of Variety dominated adaptations, while more sophisticated principles like Personalization and Humanizing were minimally applied. Supervisors’ requirements significantly constrained adaptation decisions, requiring the participants to maintain core textbook content. Despite theoretical training in Communicative Language Teaching, adapted activities showed increased focus on controlled practice compared to original materials, revealing implementation challenges in translating global pedagogical approaches to local institutional contexts. This study contributes to understanding how global English teaching methodologies are adapted in local settings and highlights the need for innovative teacher training approaches that better bridge global pedagogical theories with classroom realities.
Copyright (c) 2026 Nguyen Thi Lan Anh, Phan Vu Tra My https://creativecommons.org/licenses/by-nc-nd/4.0
Applying distributed learning method to enhance vocabulary acquisition among second-year English students at Danang University of Foreign Language Studies
With the growth of global Englishes, the demand for teaching and learning English is higher than ever. Learners have made significant efforts to develop proficiency in English language skills and knowledge. Vocabulary plays an essential role in effective use of English in both oral and written communication (Zeng et al., 2025). In both the language classroom and English-Medium Education (EME) contexts, mastery of academic vocabulary is particularly crucial for comprehending the learning content and performing academic tasks. This study focuses on the lexical aspect and investigates the effectiveness of using the Distributed Learning Method, characterized by spacing study sessions over time, as a strategy to enhance vocabulary for English learners. The research employed a pre-experimental design with a sample of 24 second-year students at the Faculty of English, University of Foreign Language Studies - University of Danang (UFLS-UD). The participants engaged in an intervention in which they learned a list of academic English words through distributed vocabulary instruction over a scheduled period. To assess the method’s impact, students completed a pre-test and a post-test that measure their vocabulary knowledge. The findings revealed a significant improvement in post-test scores, indicating that the Distributed Learning Method substantially enhanced students’ vocabulary acquisition. These results highlight the potential of this method as an effective strategy for vocabulary development. Whereas further research is needed to confirm its impact with a larger sample and/or across broader contexts, this study offers practical suggestions for integrating this method into English language teaching and English-Medium Education more broadly.
Copyright (c) 2026 Nguyen Ngoc Nhat Minh, Nguyen Phan Thuc Ngan https://creativecommons.org/licenses/by-nc-nd/4.0
Exploring lecturers’ perceptions about teaching practices in EMI classrooms
This research investigates the effectiveness of English as a Medium of Instruction (EMI) programs in higher education institutions in Vietnam. The research aims to assess the efficiency and the challenges and opportunities faced by lecturers in EMI courses, focusing on language proficiency, academic performance, and pedagogical strategies. Using a qualitative research method, the data were collected from university students and faculty members through surveys, interviews, and classroom observations. The findings indicated that while EMI programs enhanced students’ English proficiency and global academic competitiveness, they also presented significant challenges, including comprehension difficulties and reduced subject matter retention. These challenges highlight the need for comprehensive language support mechanisms and faculty development programs. By situating these findings within the broader literature on EMI in non-native English-speaking contexts, this research contributes to the understanding of effective EMI implementation. The results provide actionable recommendations for policymakers, educators, and university administrators, emphasizing the need for targeted language support, curriculum adaptation, and teacher training.
Copyright (c) 2026 Tran Tan Phat, Tran Quoc Thao, Le Thi Thuy Nhung https://creativecommons.org/licenses/by-nc-nd/4.0
Using critical thinking skills in Pathways 3: A case study among EFL second-year students
The integration of critical thinking skills into English as a Foreign Language (EFL) plays an important role in English-majored students’ academic and professional development. This study investigates the use of critical thinking skills embedded in the Pathways 3: Reading, Writing and Critical Thinking textbook (Second Edition) written by Blass, Vargo, and Folse (2013) among second-year students majoring in Translation and Interpretation at Faculty of English, University of Foreign Language Studies - The University of Danang. This is a mixed method design using two different data collection instruments including a document analysis of Pathways 3 and a questionnaire at the end of the fourth semester for 120 second-year students. First, grounded in Paul and Elder’s (2006) framework of nine core standards, the descriptive qualitative method is used to identify the common standards including depth, breadth, relevance, clarity, and precision. Besides, the critical thinking skills in Pathways 3 covered all these nine standards. Subsequently, the quantitative method based on Likert scale questionnaire is used to evaluate the difficulties. There were seven groups of challenges where the lecturers’ lack of direction posed the biggest obstacle. Students perceived the textbook activities to be the easiest to complete since they were well-designed in accordance with the Paul and Elder’s (2006) CT framework’s principles, which state that the most challenging CT abilities accounted for the least frequency.
Copyright (c) 2026 Trang Ngo https://creativecommons.org/licenses/by-nc-nd/4.0
The impact of project-based learning on employability of Danang University of Economics students
In the context of increasing demands for sustainable and globally ready graduates, this study explores how Project-Based Learning (PBL) fosters employability among non-English-major students enrolled in English for Specific Purposes (ESP) courses at a business university in central Vietnam. Anchored in a moderated mediation framework, the research examines the mechanism through which project-based learning enhances students’ employability, with career adaptability serving as a mediator and perceived labor market conditions as a moderator. Data from 339 undergraduates were analyzed using Structural Equation Modeling (SEM). Results reveal that project-based learning not only directly enhances employability but also does so indirectly by cultivating career adaptability - a crucial 21st-century skill for navigating complex and evolving job markets. Additionally, students who perceive the labor market as dynamic and competitive gain stronger employability outcomes through increased adaptability. These findings underscore the transformative potential of project-based learning in English language education as a vehicle for sustainable skills development and career preparedness. The study contributes to the discourse on ELT innovation by advocating for integrative pedagogies that align language instruction with real-world competencies, equipping learners to thrive in a globally interconnected workforce.
Copyright (c) 2026 Thi Tuong Vy Le, Anh Tu Pham, Nguyen Dieu Hang Phan, Thi Nhu Quynh Nguyen https://creativecommons.org/licenses/by-nc-nd/4.0
Mindsets about research in ELT: A scoping review of theories, and implications for teacher development
Teachers’ mindsets toward research act as a catalyst for professional development in English language teaching. While there were theories of mindset in language teaching and case studies into educational research practices, the field lacks a comprehensive synthesis of how educators conceptualize research engagement. Addressing this gap, this study aims to both examine mindsets about research, drawing on dual theoretical lenses including the mindset theory and the teacher-research nexus, and demonstrate emerging trends in this field, such as participatory action research and influential factors on research productivity and engagement. The 14 peer-reviewed papers (11 empirical studies on trends and 3 theoretical works) were sourced from academic databases like Google Scholar and Scopus (2016 – 2025), employing a snowball sampling with keywords “mindset toward research”, “research practice”, and “research engagement” in the TESOL context. After a thematic analysis, the data were categorized into three themes: 1) Fundamental theoretical changes in educational psychology; 2) Synthesizing the “Mindset toward research” via the Teacher-Research Nexus; 3) Micro-level from pedagogical Interventions and Macro-Structural Constraints. The analysis revealed the role of growth mindsets in sustaining research engagement, uncovered critical mediators of research implementation, and offered guidance for teacher educators and administrators in fostering inquiry cultures.
Copyright (c) 2026 Thi Minh Hanh Nguyen, Mai X. Le, Trang Le Diem Bui https://creativecommons.org/licenses/by-nc-nd/4.0
Attitudes toward challenges in emergency remote teaching via Zoom: Insights from teachers and students
The COVID-19 pandemic accelerated the abrupt shift from traditional teaching methods to online teaching via Zoom, leading to the emergence of the concept of Emergency Remote Teaching (ERT). While previous studies have primarily noted operational challenges, few have examined attitudinal responses through robust theoretical frameworks. This study addresses that gap by investigating the attitudes of English teachers and non-English major students at a university in Vietnam, towards the challenges encountered during Zoom-based ERT using a mixed-methods design. A dual-theoretical framework was employed. For teachers, the Technology Acceptance Model (TAM) is used, focusing on perceived usefulness and ease of use. For students whose experiences with Zoom were more shaped by emotional, cognitive, and behavioural responses to ERT, the ABC attitude model was applied. Semi-structured interviews with five teachers were explicitly designed in alignment with TAM constructs and analysed qualitatively through deductive coding. A questionnaire administered to 130 students was analysed quantitatively. The study results showed that teachers were more concerned with pedagogical limitations than with the technical interface, while maintaining a positive attitude based on Zoom’s usefulness. Similarly, students’ emotional attitudes were generally positive or neutral; however, behaviourally, student engagement was low, with many turning off their cameras, avoiding verbal interaction, and multitasking during class. These results suggest that emotional positivity alone does not necessarily lead to effective learning behaviour. By integrating the TAM and ABC models, this study provides deeper insights into attitudinal dynamics, with implications for future teacher training and strategies for engaging students via Zoom during ERT.
Copyright (c) 2026 Trai Tran https://creativecommons.org/licenses/by-nc-nd/4.0
The impact of shadowing technique using eJOY on improving the final sound pronunciation
This study examines the effectiveness of eJOY-supported shadowing in improving English word-final consonant production among Vietnamese adult EFL learners. Using a classroom-based action research design, the intervention was implemented over two months in a communication course with ten learners at A2-B1 proficiency levels. The eJOY platform, which incorporates automatic speech recognition and real-time feedback, was used to facilitate structured shadowing practice. Data were collected through pre- and post-tests to assess pronunciation accuracy, weekly recordings to monitor changes in students’ pronunciation and provide timely instructional support, and a post-intervention questionnaire to gather learners’ perceptions and experiences. Findings revealed clear pre-post gains in overall pronunciation scores and increased consistency in learners’ attempts to articulate common final consonants, alongside uniformly positive evaluations of feasibility and perceived benefits. The findings suggest that eJOY-supported shadowing is a practical, technology-enhanced option for targeting persistent final-sound difficulties in adult EFL contexts.
Copyright (c) 2026 Duyen Le https://creativecommons.org/licenses/by-nc-nd/4.0
Impact of ChatGPT on metacognition and motivation in EFL academic writing
Using a convergent mixed-methodology approach with a within-subject classroom design, the study examines the impact of ChatGPT on EFL learners’ metacognitive strategies and motivation in academic writing. Participants were 120 English junior majors (CEFR level B1/B2) who engaged in the survey, completing the “with vs. without” AI writing tasks. Pre- and post-task surveys and reflections measured changes in self-regulatory behaviours including planning, monitoring, revising, and affective factors such as self-efficacy, task value, and enjoyment. Findings reveal divergent outcomes. Specifically, ChatGPT significantly enhanced planning and revision strategies, especially among B2-level students obtaining large effect sizes (Cohen’s d ≈ 0.85–1.06). Nonetheless, there was a slight decline in monitoring among B1 students due to excessive cognitive reliance on AI. Higher-level students also gained motivational improvements with moderate-to-large effects for self-efficacy (d = 1.19), task value (d = 1.27), and enjoyment (d = 1.23). Plus, gains in self-efficacy were strongly correlated with motivation gains (r = .60–.67, p < .001). Overall, ChatGPT appears to function as a cognitive scaffold and an affective enhancer in EFL academic writing. The study proposes the S.M.A.R.T. AI framework to integrate AI critically and responsibly in writing instruction.
Copyright (c) 2025 Proceedings of International Academia https://creativecommons.org/licenses/by-nc-nd/4.0
Building speaking confidence in the workplace: The Read-Personalize-Glance method for EOP
This article introduces the Read-Personalize-Glance (RPG) method, a rehearsal-to-performance routine for building speaking confidence in A1-A2 English for Occupational Purposes (EOP), illustrated through hospitality and tourism classes in Vietnam. In workplace-focused courses like these, learners often hesitate to speak when classroom talk feels evaluative and high-stakes. RPG responds by treating short role-play scripts not as one-off activities but as material learners work through in stages. Classes begin with brief movement-based warm-ups that ease learners into the task, followed by a supported Read phase in which students table read, use gestures to anchor meaning, and shadow models to develop rhythm and intonation. Learners then personalize the script by replacing fixed details with their own information, while the teacher circulates to offer brief, explicit corrections or flags common issues for later discussion. In the Glance phase, attention shifts toward speaking from memory, with learners attempting short stretches “off-book” and quickly checking the script as needed. Students record a short take, use a simple rubric for formative self- and peer feedback, and then record again with one targeted improvement in mind. When technology is used, Artificial Intelligence (AI) supports materials preparation, such as generating or differentiating scripts and vocabulary support, rather than serving as the learning activity itself. Based on classroom observations, this routine reduces initial silence, improves prosody and delivery, and helps learners move from scripted safety toward more confident, workplace-relevant speaking.
Copyright (c) 2026 Proceedings of International Academia https://creativecommons.org/licenses/by-nc-nd/4.0