1 of 16

Transforming TESOL Practices through Cognitive Psychology: A Collaborated Action Research with A Secondary School English Teacher

Le Thanh Ha

Doan Thi Tam Anh

Le Huong Hoa

2 of 16

Table of content

  1. Why we do this?
  2. What we did?
  3. What’s the outcome?

3 of 16

An attempt to Bridge the �research and teaching gap

limited access to educational research (Marsden and Kasprowicz, 2017)

educators ill-equipped to implement research-informed practices (Luu, Phuong, Ly, and Vo, 2017)

the weak link between research in language science and educational policy planning (Luu et al., 2017; Mai Trang, 2013).

​

4 of 16

Cognitive Psychology in TESOL

  • cognitive psychology examines mental processes such as thinking, reasoning, attention, memory, affect, decision-making, problem-solving, speech and visual perceptions, and language learning (Groome, 1999; McBride, Cutting, & Zimmerman, 2022)
  • Cognitive psychology principles can help educators better understand their students, including how they process information, engage with content, and respond to instructional strategies.

5 of 16

Collaborated Action Research

Identify the Problems

Planning and Implementation

Observations

Critical Reflections

Our teacher participant:

  • 8 years of experience, at a public school on the outskirt of Hanoi
  • Grade 7, 36 students, A1-A2 level
  • One semester

Methods:

  • Semi-structured interviews with Guiding Questions for Reflection

6 of 16

6

Identify the Problems

Planning and Implementation

Observations

Critical Reflections

The problems

Short attention span and difficulties retaining vocabulary and grammar rules

low levels of motivation, confidence, and high language anxiety among students in production tasks (speaking)

But why?

High cognitive demands of language learning

Packed curriculum with constrain in time, which was exacerbated with large-size class

Fear of making mistakes in front of their friends

Low motivation due to paper-based test oriented

7 of 16

7

Identify the Problems

Planning and Implementation

Observations

Critical Reflections

Cognitive load & Working memory

Spaced retrieval practice over tests/ quiz

explicit input over implicit input

Chunking information, spaced practice

teaching learning strategies & regular enforcement

Growth Mindset training

Positive affirmations

constructive feedback to highlight students’ strength

A micro lesson on growth mindset

8 of 16

Identify the Problems

Planning and Implementation

Observations

Critical Reflections

9 of 16

Spaced retrieval practice

Forgetting curve’s take away

  1. Review frequently and right at the end of the lesson
  2. More frequent retrieval practices (with the help of AI to create more quizz and faster)
  3. Retrieval practices over tests to eliminate test anxiety

10 of 16

Retrieval practive instead of Production

11 of 16

explicit input over implicit input

Grade 7

12 of 16

Thì hiện tại đơn (Simple present)

Khi nói về:

- thói quen,

- lịch trình,

- sự thật bất biến

​

Cấu trúc:

13 of 16

Teacher participant’s Reflection

Identify the Problems

Planning and Implementation

Observations

Critical Reflections

don’t just teach the textbook. �WE teach our students.

14 of 16

One of the most important sources of teachers’ knowledge about teaching comes from the learners with whom they are working. By learning from their learners, teachers will develop their pedagogical learner knowledge through inquiry-based approaches.�(Le V. Canh, 2018)

15 of 16

Thank you!

16 of 16