Group Reflection
I. DESCRIPTION OF THE INSTITUTION’S VISION-MISSION STATEMENT
Having recently completed our practicum at the Naval Academy in the beautiful coastal city of Nha Trang, Khanh Hoa, we were honored to gain an authentic insight into this prestigious institution. This experience provided us with a firsthand look at the disciplined environment and the noble mission of those who guard our nation’s sovereignty.
The Naval Academy was founded on April 26, 1955. The Academy is a premier military institution under the Ministry of National Defense and the Vietnam People's Navy. Located at 30 Tran Phu Street, Nha Trang, the Academy serves as the primary center for training naval officers, coast guard commanders, and high-level military scientists at both undergraduate and postgraduate levels.
During our time here, we learned that the Naval Academy’s mission is multifaceted and vital to national security, focusing on two primary pillars. First, it focuses on education & training. In this regard, the Academy is dedicated to developing highly skilled naval and coast guard officers, technical commanders, and military scientists at both the undergraduate and postgraduate levels. Second, the Naval Academy prioritizes the advancement of Scientific Research. Recognizing the critical role of science and technology, the Academy has implemented comprehensive solutions to advance research activities that meet the practical demands of the Navy and the military. As a result, all specialized curricula and teaching materials are meticulously compiled and translated by the Academy’s own faculty. Furthermore, the institution fosters an intellectual environment for cadets through diverse platforms, such as young talent clubs, Robocon competitions, Olympiads, and student-led scientific research projects.
The Academy’s motto has changed over the years to reflect history, but since 1989, it has been driven by the spirit of “Vì Trường Sa thân yêu” (“For Our Beloved Truong Sa”) (Naval Academy, 2019). This motto emphasizes the inseparable bond between education and the sacred duty of protecting our nation. Consequently, it encourages every cadet and educator to stay resilient, continuously innovate, and remain steadfast in the face of any maritime challenge.
In conclusion, as students from USSH, our experience working with the cadets and the faculty at the Academy was eye-opening. We saw a community that not only pursues academic excellence but also maintains an iron will. Whether it was observing their drills or learning about their rich history of combat and growth, we left the Naval Academy with deep respect for their dedication to our country's peace and stability.
REFERENCES
Học viện Hải quân. (n.d.). Học viện Hải quân Channel [Facebook page]. Facebook.
Retrieved May 6, 2026, from https://www.facebook.com/HocvienHaiquanQCHQ/
Học viện Hải quân. (2019, January 15). Lịch sử HVHQ: chiến đấu, xây dựng, trưởng thành [History
of the Naval Academy: development, combat, and growth].
https://hocvienhaiquan.edu.vn/tin-tuc/lich-su-hvhq-chien-dau-xay-dung-truong-thanh
II. APPLICATION OF TESOL/ELT KNOWLEDGE (academic inputs & experiences)
The practicum at the Naval Academy in Nha Trang was a significant opportunity for our group to connect the theoretical foundations of the Master’s TESOL program with real-world teaching. Beyond our ninety-minute micro-teaching sessions, we reflected on the entire experience, including classroom observations and our collaborative workshop participation, to apply our academic knowledge across teaching skills, research competencies, and professional communication.
Our pedagogical approach was developed through a systematic process that involved participating in workshops, observing the professional teaching practices of the Naval Academy’s faculty, and finally conducting our own micro-teaching sessions. Our group integrated core concepts from Advanced Teaching Methodology and Syllabus Design and Material Development to design and deliver effective lessons. We implemented Task-Based Language Teaching (TBLT) for our lesson on "The Body Beautiful" to encourage the cadets to participate actively and use the target language in practical situations. One of the most valuable lessons we learned involved the technique of instruction-giving; we observed that relying only on verbal directions sometimes led to students sitting motionless with bewildered expressions or performing tasks incorrectly. To address this, the team learned to use modeling by displaying step-by-step instructions on PowerPoint slides as bullet points and then confirming student understanding through follow-up Instruction Checking Questions (ICQs) and Concept Checking Questions (CCQs) to ensure they remembered the process. Since the academy had no internet access, we optimized PowerPoint as our primary visual tool, using slides to highlight core grammatical structures and maintaining consistent feedback symbols to make our explanations clear and easy for the cadets to follow. Furthermore, we realized through our teaching experience that some activities were initially too long, which unfortunately took away teaching time from the next group member, who was then forced to cut their own teaching segment short. We also refined our ability to monitor the entire classroom by practicing inclusive scanning; this ensured that we remained attentive to the whole room and avoided overlooking any cadets who wished to participate or signaled their desire to speak, noting during our observations that students were highly active and energetic when provided with a clear and engaging structure.
The analytical skills we developed in Research Methods 1 and 2 were also instrumental in organizing our group workshop. For our project titled "High school teacher and students’ perceptions of Project-Based Learning (PBL) in STEM", we followed a rigorous research process by conducting interviews with teachers and administering questionnaires to students to collect data, followed by synthesizing the responses to identify specific themes and codes, and finally interpreting the results to reach our conclusions. We recognized that Project-Based Learning is highly suitable for the Naval Academy because the cadets focus on technical and maritime subjects, and learning through projects allows them to practice English in ways that directly relate to their future professional duties on ships.
Finally, the course Intercultural Communication in Language Teaching helped our team navigate the unique culture of the military environment. We adapted to the formal atmosphere of the academy by addressing our learners as "cadets" and found that using English as the primary language of instruction helped us maintain a confident professional distance. Our group successfully balanced the need for strict discipline with a vibrant learning energy by remaining punctual and following formal protocols while staying energetic with the cadets. Operating as Group 3B, we learned that effective teaching is a collaborative effort as we supported one another by peer-reviewing lesson plans and coordinating our workshop tasks to ensure every session was organized and met professional standards.
In conclusion, the Master’s TESOL program provided the theoretical map, but the Naval Academy provided the actual terrain for our professional growth. Through group reflection and the flexibility to adapt to a high-discipline environment, we have emerged as more observant and organized educators. We look forward to applying these valuable lessons to our future careers in English Language Teaching.
