21st Century Skills

HANOI PEDAGOGICAL UNIVERSITY 2
FACULTY OF ENGLISH
21st CENTURY SKILLS IN ENGLISH LANGUAGE TEACHING

Giang Thị Ngọc Ánh – 217140231054
Class: ENG228.47spa.6_LT
Hanoi, 2024
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21st CENTURY SKILLS IN ENGLISH LANGUAGE TEACHING
Question 1 (2 points):
Analyse one of 21st century skills that you can apply in teaching English or your future
job. Write at least about 250 words to describe it.
One crucial 21st-century skill applicable in teaching English is digital literacy. In

today's interconnected world, digital literacy goes beyond basic computer skills; it
encompasses the ability to find, evaluate, utilize, and create information using digital
technology effectively. Integrating digital literacy into English language teaching
enriches both students and teachers in learning and teaching experience.
First, digital literacy enhances access to authentic English resources. Through

online platforms, students and I can access a variety of vast materials such as e-books,
interactive websites, podcasts and online articles that previous generations did not have
access to. They had to spend a lot of time going to the library to find academic
documents, even though the source of documents was very limited for many reasons
such as paid documents and documents that were not updated. This exposure not only
improves my language proficiency but also save time and money for me and my students.
Secondly, digital tools facilitate collaborative learning and communication.

Platforms like video conferencing, discussion forums, and collaborative documents
enable teachers and students to interact with peers globally, practicing language skills,
exchanging teaching techniques in authentic contexts. This interaction nurtures cultural
understanding and empathy, essential components of language acquisition.
Moreover, digital literacy supports teachers teaching and designing lesson plans
effectively. In the current change in education that is learner-centered, teachers need
tools to support teaching, helping students actively participate, connect and master
knowledge. In order to do that, teachers like me can enhances lesson planning through
multimedia integration such as Quizlet, Google Classroom, Canva, which makes
students more excited in learning, creates a comfortable atmosphere to absorb knowledge
compared to traditional teaching methods. I also can adjust my teaching strategies and
create assignments, projects, and activities that require students to use technology to
enhance their education and raise awareness of the need for them to improve their digital
literacy.
In conclusion, digital literacy in English language teaching equips teachers and

students with essential skills for the 21st century. It prepares me to vital steps in a digital
landscape where students and I can look for variety of vast resources, interacting with
peers global in the world and enhancing to design lesson plans. By integrating digital
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tools purposefully, I can effectively enhance language learning outcomes and prepare
students to thrive in a globalized, digital society.
What did you do to solve a disagreement in your group or club? Give an example.
Write at least about 350 words to describe it. Write at least about 350 words to
describe it.
2 years ago, I have been an English coach at Nasao English Center, Hanoi, in my
leader within an English group focused on teaching English for teenagers between 11
and 16 , I encountered a significant disagreement regarding the curriculum approach and
teaching methods. The disagreement arose between members who advocated for a
traditional grammar-based curriculum and those who favored a more communicative and
interactive approach.
To address the disagreement constructively, I initiated a meeting where all

members could express their perspectives openly and respectfully. I facilitated a
discussion where each member shared their reasoning behind their preferred teaching
methods, emphasizing the importance of understanding each other's viewpoints.
During the dialogue, I focused on identifying common goals among the group
members, which included fostering language proficiency, building confidence in English
communication, and catering to the diverse learning styles of teenagers. We agreed that
while grammar knowledge is fundamental, practical application through interactive and
communicative activities could enhance engagement and retention among teenage
learners.
To bridge the gap between different teaching approaches, we decided to adopt a

blended methodology. We developed a curriculum that incorporated structured grammar
lessons alongside communicative activities such as debates, group projects, role-plays,
and multimedia presentations. This approach aimed to strike a balance between
theoretical knowledge and practical application, catering to both the academic needs and
social interests of teenagers.
Once the curriculum was finalized, we implemented it in our English sessions

during 2 months. We monitored student engagement, participation, and progress through
regular assessments and feedback sessions. This ongoing evaluation allowed us to make
adjustments to the curriculum as needed, ensuring that it remained effective and
responsive to the evolving needs of our learners.
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Through our collaborative effort and willingness to find common ground, we
observed positive outcomes in our teaching environment. Teenage students showed
increased enthusiasm for learning English, improved confidence in speaking and writing
skills, and a deeper understanding of grammar concepts within real-life contexts. The
experience taught us the value of flexibility, adaptation, and teamwork in addressing
educational challenges and enhancing learning outcomes for teenagers.
In conlusion, by integrating 2 viewpoints and focusing on student engagement

and practical application, we created a supportive learning environment that helped my
students enhancing academic performance. This experience reinforced the importance
of collaboration and adaptability in promoting effective language education and
fostering academic success among teenagers in our English group.
You are applying for the position of teacher at a international school or a staff at a
tourism company. What is your experience and achievement section of your resume to
demonstrate your adaptability and flexibility?
Write at least about 500 words to describe it.
In today's dynamic job market, adaptability and flexibility are not merely
desirable traits but essential qualities that employers seek, particularly in fields like
education and tourism. As I reflect on my experiences and achievements, I find these
qualities interwoven into the fabric of my professional journey, shaping me into a
candidate well-suited for the role of a teacher in an international school or a staff member
in a tourism company.
In pursuing a position as a teacher at an international school, my experience and

achievements underscore my proven adaptability and flexibility in diverse educational
settings. Throughout my career, I have embraced opportunities to teach in multicultural
environments, honing my ability to tailor instruction to meet the unique needs of students
from various cultural backgrounds.
Firstly, One of the cornerstones of my professional journey has been my tenure

at a bilingual Edison school, where I taught a diverse group of students with varying
levels of English proficiency. This experience demanded flexibility in lesson planning
and instructional strategies to ensure that all students could actively participate and thrive
academically. By integrating culturally relevant content and employing differentiated
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instruction techniques and based on student feedback, I created an inclusive learning
environment where every student felt valued and supported.
Secondly, another significant aspect of my adaptability is my experience with

teaching different types of international testing, such as the International English
Language Testing System (IELTS) and Test of English for International Communication
(TOEIC). I also have an opportunity to work as an English coach at Nasao English
Center, where I take responsible for 2 classes included 2 types of testing mentioned.
Transitioning seamlessly between these frameworks required me to quickly grasp new
pedagogical approaches, assessment method and align curriculum objectives with the
expectations of various educational centers. For example, while both IELTS and TOEIC
assess English language proficiency, IELTS is more focused on academic and
immigration purposes with a broader assessment including speaking, whereas TOEIC is
tailored for workplace and business contexts, emphasizing listening and reading skills
relevant to professional settings. This fosters academic performance’s students and gain
the trust of parents and administrators alike.
Thirdly, during the global shift to online education, swiftly adapted my teaching
methods and resources to virtual platforms. Implemented interactive online lessons,
utilized digital tools for assessment and feedback, and maintained high levels of student
engagement and learning outcomes in a remote learning environment. For example, as
an English coach at Nasao English Center, especially during the spread of Covid 19, my
students and I had to deal with geographical barriers when not being able to go out while
the epidemic situation is still complicated. We had to study online at home, then I quickly
converted teaching methods as well as tools to support online learning such as Zoom,
Google Meet and Microsoft Teams without interupting learning and studying. As a
result, my students passed their English entrance exam with flying colors.
Despite the challenges posed by the diverse group of students’ levels, the different
types of testing and remote learning, we consistently achieved positive learning
outcomes. Through ongoing reflection and adjustment of instructional approaches based
on student feedback and performance data, I ensured that learning goals were met and
exceeded by adapting content delivery to meet diverse learning needs effectively.
Throughout my career in the tourism industry, I have cultivated a wealth of

experiences that highlight my adaptability and flexibility in diverse roles and
environments. These experiences have equipped me with the skills necessary to navigate
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the dynamic challenges of the tourism sector and deliver exceptional service to clients
and customers.
I consistently try to minimize challenging situations, ensuring minimal disruption

to operations and maintaining high levels of customer satisfaction. For instance, during
a big storm in Da Nang that affected travel routes, I swiftly activated our predefined
contingency plan. Clear and timely communication is critical in crisis situations to
manage expectations, alleviate concerns, and maintain trust. Actively engaging with
clients included assisting with rescheduling flights, rearranging accommodations, and
providing guidance on safety precautions during the storm. By demonstrating empathy
and responsiveness, we enhanced client satisfaction and loyalty even amidst challenging
circumstances.
In addition to quickly solve challenging situation, I have actively contributed to

sales and marketing strategies aimed at promoting tourism packages and destinations.
This required a flexible approach in understanding market trends, consumer behavior,
and competitor landscapes across different geographical regions. I participated in the
development of targeted marketing campaigns tailored to diverse market segments. This
can be seen in the fact that in the era of spreading social media, especially Tikk Tok, I
crafted compelling PPC campaigns on platforms like Tik Tok and social media channels
to increase brand visibility and drive immediate bookings. These efforts resulted in a
significant increase in online bookings, showcasing my ability to adapt marketing
strategies to leverage digital opportunities effectively.
In conclusion, my flexibility and adaptability are provided in the section on my

experience and achievement. Furthermore, we also well aware the value of flexibility
and adaptability in our daily lives, particularly in the fields of education and tourism.

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HANOI PEDAGOGICAL UNIVERSITY 2

21st CENTURY SKILLS IN ENGLISH LANGUAGE TEACHING

One crucial 21st-century skill applicable in teaching English is digital literacy. In

First, digital literacy enhances access to authentic English resources. Through

Secondly, digital tools facilitate collaborative learning and communication.

In conclusion, digital literacy in English language teaching equips teachers and

To address the disagreement constructively, I initiated a meeting where all

To bridge the gap between different teaching approaches, we decided to adopt a

Once the curriculum was finalized, we implemented it in our English sessions

In conlusion, by integrating 2 viewpoints and focusing on student engagement

In pursuing a position as a teacher at an international school, my experience and

Firstly, One of the cornerstones of my professional journey has been my tenure

Secondly, another significant aspect of my adaptability is my experience with

Throughout my career in the tourism industry, I have cultivated a wealth of

I consistently try to minimize challenging situations, ensuring minimal disruption

In addition to quickly solve challenging situation, I have actively contributed to

In conclusion, my flexibility and adaptability are provided in the section on my

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