Thực trạng quản lí hoạt động trải nghiệm trong dạy học môn Tiếng Anh ở các trường trung học cơ sở phường Rạch Dừa, Thành phố Hồ Chí Minh

Abstract

Experiential learning activities in English language teaching under the 2018 General Education Curriculum, play a crucial role in developing communicative competence, linguistic ability, and the proactive-creative qualities of lower secondary students. This study investigates the current management practices of experiential English learning at lower secondary schools in Rach Dua Ward, Ho Chi Minh City, with the aim of identifying the level of implementation as well as existing difficulties and limitations in practice. A mixed-methods approach was employed, combining questionnaire surveys and in-depth interviews with 20 school managers and 40 English teachers. The survey instrument used a five-point Likert scale and focused on four managerial functions: planning, implementation, direction, and inspection-evaluation. The findings indicate that experiential English learning has been implemented to a certain extent; however, the working management remains limited. The planning stage received relatively positive evaluations, whereas implementation and inspection-evaluation lacked clear criteria and were not closely aligned with the requirements for developing students’ linguistic competence. The results provide an important empirical basis for proposing measures to enhance the effectiveness of managing experiential learning activities in English language teaching at lower secondary schools in Rach Dua Ward, thereby contributing to improving teaching quality and meeting current educational reform demands.