English Lecturers Explore Task‑Based Learning in Teaching

To improve the quality of English teaching, on August 8, the English Language Department at Ho Chi Minh City University of Technology (HUTECH), in collaboration with National Geographic Learning Vietnam, organized a workshop titled "How to Teach Reading Explorer."

The workshop was attended by Assoc. Prof. Dr. Trần Quốc Thao – Vice Dean of the Faculty of English, Dr. Nguyễn Ngọc Trân Châu – Head of General English Division, M.A. Đỗ Thị Song Tuyến – Head of English Skills Division, M.A. Trương Bá Thiên Di – Head of Translation, Interpretation, and Anglo-American Literature & Culture Division, along with lecturers from the Faculty. Representing National Geographic Learning Vietnam were Ms. Nguyễn Phạm Mai Trâm – Senior Learning Consultant, and the guest speaker, Mr. Andrew Duenas – Senior ELT Consultant, Academic & Training.

Mr. Andrew Duenas, Senior Advisor at National Geographic Learning Vietnam, presented the Task‑Based Learning (TBL) approach using the *Reading Explorer* textbook. In this method, learners are immersed in specific communicative scenarios that require them to draw on their personal experiences and language skills to complete assigned tasks. This encourages active participation, opinion sharing, and problem-solving, and develops communication skills naturally and effectively.

During the workshop, Mr. Duenas not only shared practical knowledge but also guided participants through hands-on TBL applications with concrete examples and direct integration in the *Reading Explorer* materials.  Implementation of TBL is conducted across Three Stages: 

1. Pre‑Task: Introduce and prepare learners for the upcoming task.

2. Task Cycle: Learners perform the task, typically in pairs or groups.

3. Post‑Task: Reflection, analysis, correction, or extension activities.

English faculty members exchanged insights on challenges students face in developing communicative English skills. They also shared effective teaching approaches for today’s age, aiming to foster students’ self-directed learning and knowledge growth.

The workshop has strengthened faculty capacity to design high-quality, Task‑Based Learning lessons. It also helps students acquire language skills in a lively, efficient, and sustainable manner.