On October 21, 2026, the Liberal Education Community of Practice (COP 03) at the University of Languages and International Studies, Vietnam National University, Hanoi (ULIS - VNU) organized a professional development seminar focused on educational innovation and application, titled “Supporting students’ English learning through motivation, emotions, classroom relationships, and self-regulated learning.”
The seminar featured Professor Barry Bai from The Chinese University of Hong Kong, attracting lecturers from the ULIS Psychology Center, members of COP Liberal Education, COP Applied Psychology & Educational Sciences, and other faculty.
Identifying Challenges in English Teaching and Learning
Prof. Barry Bai highlighted key challenges facing secondary English teachers in Hong Kong: student anxiety, lack of interest and confidence, overreliance on rote learning, limited collaboration, and diverse language levels-issues that resonate strongly with Vietnam's educational context.
Bridging Scientific Research and Educational Practice
The presentation focused on how motivation, emotions, and classroom relationships drive self-regulated learning. Prof. Bai stressed three key motivators: interest, self-efficacy, and a growth mindset, showing how research can directly inform flexible classroom strategies
Practical Strategies to Boost Motivation and Self-Regulated Learning
To boost student autonomy, teachers should offer constructive feedback and break down learning targets. Prof. Bai introduced simple Social and Emotional Learning (SEL) techniques:
- "Exit Ticket": Students list "3 things learned - 2 things done well - 1 next goal."
- "Traffic Light": Green (confident), Yellow (still learning), and Red (needing help) for self-assessment.
Fostering Professional Connections and Academic Collaboration
The seminar provided a valuable platform for academic exchange, strengthening connections between ULIS and The Chinese University of Hong Kong through COP networks to foster positive, learner-centered education.
Huỳnh Bảo Minh/ĐSTT
