Journey to the Crown – An English course for Vietnamese contestants of international beauty pageants
Context analysis (Appendix 1)
Context analysis or environment analysis (Tessmer 1990) considers the influential factors to the course goals, content, and assessment and ensures the course’s usability (Nation and Macalister 2009). Given its importance, the context related to beauty pageants in Vietnam is presented first.
In recent years, beauty contests are Vietnamese public interest both at the national and international levels. In 2022, approximately thirty beauty pageants were organized in Vietnam (Huy Minh 2023), from the long-established ones namely Miss Universe, Miss Vietnam, Miss Grand, to less popular pageants such as Miss Earth, Miss Sports, Miss Ao Dai. However, due to poor English skills and dependance on interpreters to communicate with the judges, several Vietnamese contestants lessen their chances to win. Therefore, the course ‘Journey to the Crown’ is designed to help Vietnamese contestants eradicate language barriers and conquer the global beauty pageants.
The learners of this course are Vietnamese beauty queens and runners-up in national beauty pageants, who will represent Vietnam in international contests. The learners’ age varies from 18 (minimum) to 27 (maximum age range). Their English proficiency level is intermediate, since they already achieved B1 in the Vietnamese Standardized Test of English Proficiency (VSTEP) at high school or university. Although English is a compulsory subject in schools’ curriculum, the focus was mostly on grammatical features to pass the exams, rather on listening and speaking. Therefore, they still struggle to listen to different accents and produce their own speech. Besides that, the learners can only communicate in simple and familiar contexts, and they lack the essential vocabulary regarding global, social, and political topics to answer final interview questions.
Beauty queens are typically busy with social events and gym and catwalk schedules. Given these time pressures, the course will consist of 16 two-hour lessons over eight weeks. Classes will take place in a teaching room with a projector, microphones, speakers for presentations, and round tables for discussions. Students will bring laptops to prepare in-class presentations. The teacher has experience with interviews and presentations and has extensive exposure to beauty pageants. They are Masters of English Language Teaching or have equivalent qualifications. Class size will be small given the special purpose of the course, but each class will have approximately 10 students to facilitate effective interaction. The course will include beauty queens and runners up from different national contests.
Need analysis
Need analysis involves the identification and evaluation of needs (McKillip 1987) to bridge the gap between what the learners know and what they need to learn (Graves 1996). Need analysis is integral to material writers and curriculum developers, especially to English for specific purpose courses (Bailey and Curtis 2015). A need-based syllabus can motivate learners, as they see the obvious relevance of what they are learning (Basturkmen 2014). Given its significance, need analysis is conducted two weeks prior to the course to allow time for content adjustment.
To ensure effective need analysis, triangulation is considered. Triangulation involves the interaction of different methods and sources of data (Serafini et al. 2015) to increase the creditability of data and their interpretations (Brown 2009). To create such triangulation, two sources of insiders (learners and previous contestants) and three tools (observation, speaking diagnostic test, and questionnaires) are used to check whether they cross-validate. Although insiders are not as objective as outsiders, they are better informants (Ahmadian and Long 2022) because they know the situation and environment more clearly (Dudley-Evans and St John 1998).
Need analysis procedure can start with observations (Bailey and Curtis 2015), which is a powerful tool for teachers to know how the language is used in real contexts (Wajnryb 1992). Therefore, videos of former participants answering interview questions in global contests (Miss Universe, Miss World, and Miss Grand) are watched, focusing on the questions and top 5 and top 3 finalists’ language. Through the questions (Appendix 2) and observation checklist (Appendix 3), grammatical features, vocabulary items, language functions, and topics for the course content are identified. These represent the necessities learners need to function effectively in beauty pageants.
Second, to find the gap and weaknesses in learners’ knowledge (Nation and Macalister 2010), a speaking diagnostic test with 3 parts (Appendix 4) is designed, using the observed vocabulary and grammatical features. A diagnostic test offers detailed and subcategorized information on learners, which is helpful for oral production courses (Brown and Abeywickrama 2010). The stakeholders or sponsors are invited to observe the test for later course evaluation purposes, such as comparing learners’ current level with the final performance. There are 10 questions (personal and general topics) in part 1 and a short presentation in part 2 to assess interview and presentation skill. Part 3 investigates learners’ self-evaluation on their speaking and listening skills and expectations for the course. Discussions of perceived or actual needs between teachers and learners can raise awareness of the course’s purpose and content (Long 2005). In short, through the integrated diagnostic test, learners’ lacks and wants are identified.
Third, given that subjective data from learners only is insufficient for need analysis (Serafini 2015), previous participants’ experience is investigated through a questionnaire with 2 parts (Appendix 5). Questionnaire is efficient regarding research time, effort and financial resources (Dörnyei and Taguchi 2010), which would not interrupt beauty queens’ hectic schedule. Part A gathers personal information while Part B contains a checklist of situations using English and 11 short-answer questions about non-public interview questions or real-life situations during the previous contests.
Course goals (Appendix 6)
Goals are general statements of the overall, long-term purposes of the course (Graves 1996). Using information gathered during need analysis, three goals are set so that there will be a clear focus on materials and instruction, improving the effectiveness of teaching and learning (Richards 2017).
First, the course aims at improving learners’ communication skills in beauty pageant context, focusing on listening and speaking. This goal meets the learners’ language need within a multinational and English-speaking environment. Understanding the judges and other competitors is crucial for daily communication, catwalk rehearsal, mini challenges and photoshoot. Besides that, a good command of English is also integral for personal branding and networking (Ilyosovna 2020), which can enhance participants’ chances to enter the final round. Mr. Nawat (2020), the president of Miss Grand International expects the queen to be ‘ready to work’, and good communication skill is the key to persuade the judges.
The second goal caters to the needs of answering interview questions. In most beauty pageants, the private interview partly decides whether contestants could enter the semi-final round. Meanwhile, the ability to answer the Top 10 or Top 5 questions effectively within 1 minute determines the winner. Coach Carlos (2023), a Filipino runway trainer for famous beauty queens emphasizes the importance of interviews, as 60% of effort should be devoted to interview, 20% to bikini, and 20% to evening gown. From observation data, Vietnamese candidates’ dependance on interpreters during interviews present a language barrier. Without the means of communication, contestants cannot prove their potential to be the representative in global events and charity projects.
The third goal focuses on enhancing oral presentation skills regarding global, social, and political topics. Besides the final night’s performance, there are other challenges to decide the winner, including making presentations. The ability to give winning and informative presentation is a desirable trait of a beauty queen (Catriona Gray - Miss Universe 2018). Therefore, this course will guide learners to deliver a well-structured presentation with topic-related vocabulary and diverse grammar structures.
Course outline & sequence (Appendix 7)
Given the identified needs and goals, curriculum approach selection, content organisation and sequencing is subsequently conducted (Christison and Murray 2014).
Syllabus type
The most relevant type of syllabus for this course is topic-based. From observation data, popular topics in global pageants are chosen, which ensures that the course covers useful items for learners in beauty pageants. Each lesson focuses on one topic, including economy, politics, and society. With a given topic, students will practice speaking and interactive listening skills (see Chou 2022), in which interlocutors play the dual roles as speakers and listeners (Vandergrift, 2007; Vandergrift & Goh, 2012). Although speaking is more important in this context as candidates are evaluated based on what they say, it seems unusual to separate listening from speaking (Hughes and Hughes 2020) because are naturally incorporated in every oral interaction. These skills help contestants communicate effectively with other contestants, staff, and judges and have a higher probability to succeed in interviews and presentations, which meets the course’s goals.
Scope and sequence
Linear development and spiral curriculum
The course is sequenced in a linear development, starting with simple frequent items and increases the level of difficulty throughout the course (Graves 2000; Luoma 2004). One disadvantage of such development is that it does not consider absenteeism and the need for recycling material (Nation and Macalister 2010). Nevertheless, a spiral curriculum can solve this problem. A spiral curriculum contains an iterative revisiting of topics, subjects or themes (Harden 1999), which provides easily monitored recycling of material (Nation and Macalister 2010). Recycling is central to the learning process as it maximises opportunities for learning and activates the organic learning principles (Nunan 2004).
The course’s topics are revisited in two ways. First, the former lesson deals with a general issue (lesson 3 - World’s leader) whereas the subsequent lesson explores its sub-topic (lesson 4 - Women leadership). Second, the former lesson’s topic belongs to the same category as the latter, such as lesson 13 (Climate change) and lesson 14 (Renewable energy). Moreover, grammar points are also recycled. For example, simple present is taught in lesson 1; future tense is covered in lesson 2; lesson 3 combines those features to make a first conditional sentence. Due to beauty queens’ busy schedules, it is nearly impossible to have perfect attendance. Therefore, with a spiral curriculum, absentees will not be left behind.
The Four Strands model
The Four Strands model (see Nation 2007) is applied in each session to ensure a well-balanced language course, including meaning-focused input, meaning-focused output, language-focused learning, and fluency development. They are named strands because they are long continuous sets of learning conditions during the course (Nation and Newton 2009). The Four Strands model is important because appropriately focused attention to language items can make positive contribution to learning (Doughty 2003; Ellis 2005).
First, language-focused learning concentrates on language features such as vocabulary, grammar, and discourse (Nation and Newton 2009). In the course, lessons start with vocabulary and grammar games or exercises such as Kahoot, blank-filling, matching, and sentence combining. This explicit knowledge is more helpful in raising learners’ awareness of English features than incidental learning (Nation and Macalister 2010). The time limit for language-focus learning is 30 minutes, which should not exceed one quarter of the lesson (Nation and Newton 2009).
Second, meaning-focused input strand involves learning through listening (30 minutes). The vocabulary and structures provided in language-focus learning session would facilitate students to better comprehend short videos to gain knowledge and unknown language items.
Third, meaning-focused output strand involves learning through speaking, which includes conversation and monologue (Nation and Macalister 2010). Students have the opportunities to practice speaking in 30 minutes through role-plays, interviews, or presentations. Productive learning generally results in more and stronger knowledge than receptive learning (Griffin and Harley 1996).
Last, fluency is essential for learners to succeed in self-branding and convincing the judges. Students will use their knowledge, vocabulary, and grammatical items to receive and convey messages. This can also be combined with meaning-focused input and output. Doing a presentation again, for instance, can help learners improve their fluency.
2.3. Pushed output
L2 knowledge does not transfer automatically from reception to production unless learners are ‘pushed’ to produce (Nation and Newton 2009). Without being pushed, they may have little reason to pay attention to the features needed for production (Swain 2005). Pushed output is essential in this context because beauty queens need to boost their skills in a short time, and pushed output can guarantee more reliable acquisition.
There are three activities to facilitate pushed output. First, students are required to use a checklist (Appendix 8) of 8 new vocabulary items with their definitions and examples to ensure that they use the words in their speaking homework. Second, teachers can put students under time pressure, such as 1 minute for one interview question. This equals to the amount of time participants have in real contests, and timed practice can improve fluency (Chung and Nation 2006). Third, scaffolding can be applied as the course progresses. For instance, in week 2, the teacher gives students a list of ideas to make a presentation while in week 6, they need to come up with their own ideas. With conscious attention through pushed output, language features are better reinforced (Batstone 2002).
Assessment plan (Appendix 10)
Assessment is defined as an on-going process of appraising or estimating the language level of learners (Mousavi 2009). Assessment instruments serve multiple purposes, such as measuring proficiency, diagnosing students’ weaknesses and strengths (Brown and Abeywickrama 2010) to check whether learning outcomes have been achieved (Kennedy 2006). The assessment strategy in this course is no-stakes, as there is no ‘Pass’ or ‘Fail’.
Construct
The assessment plan starts with an outline of the construct (Messick 1990), which is defined as learners’ abilities that underline their test performance (Fulcher 2003). As these constructs are used to measure course’s outcomes, they influence learning activities and teachers’ instruction (Orrill and Cohen 2016). Given the importance of communicative language ability in beauty pageants, the construct proposed by Bachman and Palmer (1996) is the most suitable. In this construct, language use is considered as interaction between language users and their context. There are four types of language knowledge in this model, namely grammar knowledge, textual knowledge, functional knowledge, and sociolinguistic knowledge (for detailed definitions, see Luoma 2004).
Figure 1: Areas of language knowledge (Bachman and Palmer 1996)
In this context, grammar knowledge is reflected in what the participants produce, including vocabulary, phonology, morphology, syntax. Textual knowledge is reflected in role-plays and interviews, where discourse within and between turns are identified, and how utterances and sentences are formed to make a meaningful conversation. Functional knowledge is illustrated through retelling experience (ideational functions), convincing others (manipulative functions), and introducing a concept to their classmates (heuristic functions). Sociolinguistic knowledge is the use of formal and informal registers in daily communication, interviews, and presentations.
From the above construct, the aim of assessment is identified as assessing the participants’ ability to interact effectively in English through three categories. First, they should be able to use English appropriately in a range of contexts (1). Second, they can make a clear presentation within 4-5 minutes on a given topic (2) and answer interview questions regarding global and social issues (1 minute per question) (3). For a detailed L2 speaking construct, see Appendix 9.
Formative assessment
Formative assessment is the process of evaluating students as they ‘form’ their competencies and skills (Brown and Abeywickrama 2010) to keep track of their on-going progress (Black 1993) and make adjustment to the course content, in-class activities, and the amount of assistance to students (Graves 2014; Green 2014). Because this is a no-stakes course, assessing learners’ progress is important. There are three formative assessment tools in this course, namely mini presentation, mock interview and portfolio. These tools can ensure face validity (see Hughes and Hughes 2020) as they measure what they are supposed to measure: students’ speaking skill. Due to learners' busy schedule, formative assessment will be conducted in-class and part of homework at the end of each week. This is more time-efficient than dedicating a separate week for assessment.
Mini presentations
The first assessment tool is mini presentations, which are in different forms, including providing messages, interacting, informing, or persuading audiences (De Grez et al. 2009). Students are given a topic, sub-questions or prompts to structure their presentation. They do their presentations individually to prepare themselves to work independently in beauty pageants. Learners have 5 minutes to prepare and 4-5 minutes for presenting to ensure a well-balanced lesson according to the Four Strands model. Besides the teacher, other learners listen and assess their classmates’ presentations (see Section 4). See Appendix 11 for Teacher’s guideline and Appendix 27 for mini presentations sample.
Interviews
As prepared monologues are not enough to assess learners’ oral ability (Hughes and Hughes 2020), interviews are conducted to assess the direct, face-to-face exchange between the interviewer and learners. Interview is also well-suited for the course’s learners, who are at intermediate levels (Underhill 1987). To maintain reliability, interview questions are constructed carefully with a pre-determined structure to elicit focused responses (Brown and Abeywickrama 2010). Students have 1 minute for each question, which fits the time limit of the real contests. To make the interviews more authentic, the teacher can create a mini stage with a standing microphone as in beauty pageants’ final round. Lesson 08 (private interview) and Lesson 16 (final round interview), for instance, replicate what happens in the real context to familiarize learners with stage and time pressure. See Appendix 12 for Teacher’s guidelines and Appendix 26 for interviews sample.
Portfolio
A portfolio is a purposeful collection of student work that exhibits the students’ efforts, progress, and achievements in one or more areas (Paulson, Paulson and Meyer 1991; Genesee and Upshur 1996). Being a student-oriented method (Ur 2012), portfolio assessment allows teachers and students to appreciate the learning process as well as the outcomes (Jang 2014). In this context, portfolio assessment is incorporated as part of learners’ homework, which will be stored online in different folders for students. Portfolio products will be submitted before the class and assessed in the next in-class session. In a portfolio task, learners are either asked to record a short clip answering a set of questions (1 minute per question) or discussing an issue (4-5 minutes). Portfolios will be assessed by the learners themselves and their classmates (see Section 4). See Appendix 13 for Teacher’s guidelines for portfolio.
Summative assessment
Summative assessment aims to measure, or summarize, what a student has learned, and it usually occurs at the end of the course (Brown and Abeywickrama 2010). In this context, summative assessment is conducted after 8 weeks of learning, which includes (1) a private interview, (2) a final round question and (3) an oral presentation. These tools would test the abilities whose development the course designer wants to encourage and ensure beneficial washback (Hughes and Hughes 2020). To ensure authenticity, students will dress up and wear the national sash. The national beauty pageant organizers (sponsors) are invited to observe the summative assessment. See Appendix 16 for Summative assessment specifications and Appendix 14 for Summative assessment sample.
First, learners are interviewed individually in 10 minutes by the teacher with the observation of the sponsors. The interviewer does not need to follow the same order of questions but should keep part of each interview as similar as possible to ensure test standardization. Second, the final interview round will be organized as in real contests to ensure context validity (see Brewer and Crano 2000). Each student is called to the stage and answers one question in 1 minute. The questions should not be repeated to ensure that learners’ ideas are not affected by previous answers. Based on the analytic scale (Appendix 18), the teacher and sponsors choose the top 5 and ask them another question to decide the winner and two runners-up. Third, in the final presentation, each student have 5 minutes to prepare and 5 minutes to present a voluntary project that they participated in. Besides the language skills, community service projects are an important factor to decide the winner (Pageant Planet 2014).
Assessment instruments
4.1. Test specifications
Test specifications are an outline of the test – what the test tests and how it is tested (Alderson et al. 1995). Test specifications can be regarded as a blueprint to be followed by test and item writers to fulfill their desired principles, especially content validity (Brown and Abeywickrama 2010; Hughes and Hughes 2020). Given its importance, test specifications (Appendix 15) are designed for integrated speaking and listening formative assessment based on Alderson et al.’s (1995) framework. This framework is suitable for this course because it adopts a holistic approach and gives clear descriptions to the test writer. The specifications include the test’s purpose, formats, topics, expected duration, lexical range, evaluation formats, and feedback delivery modes.
4.2. Teacher rating scales
A rating scale is a series of short descriptions of different levels of language ability (Underhill 1987). Because this course is no-stakes, if only scores are given, learners will have limited information and the scores mean little to them (Dudley-Evans and St John 1998). This course’s analytical scales combine scores from 0 to 10 with descriptors for each level. More detailed information regarding learners’ strengths and weaknesses is provided in the comment box to personalize feedback (see Narciss et al. 2014). With an analytical scale, results are more reliable, and the rater will focus on the features intended by the scale developer (Coombe and Christine 2012). There are two rating scales in this course, one for presentations (Appendix 17) and one for interviews (Appendix 18). The rating scales are criterion-referenced to encourage beneficial washback (Hughes and Hughes 2020).
First, the rating scale for presentations is adapted from Van et al.’s (2017) model. There are four main criteria, namely the content of the presentation, the structure of the presentation, the interaction with the audience and the presentation delivery (e.g., eye contact, posture and gestures, use of voice). This rubric fits this course as besides the language skills, beauty queens need to ensure the judges’ interaction and engagement, thus convincing them to be the winner. Second, the rating scale for interviews is adapted from Jang’s (2014) language proficiency assessment framework, including grammar, lexis, fluency, discourse, and language function across modes. This rubric is chosen because unlike other speaking scales, it also focuses on the ability to listen to and respond to other interlocutors. To ensure consistency, the teacher will use these rating scales for both formative and summative assessment.
4.3. Peer-assessment and self-assessment
Peer assessment is an activity where students consider and specify their equal-status learners’ performance level, value, or quality (Topping 2009). Students can help each other to make sense of the gaps in their learning and how to improve their work (Spiller 2012). In this context, beauty queens conduct direct assessment of performance (see Brown and Abeywickrama 2010, p.145) by monitoring their peer’s oral productions. There are two checklists for students, one designed for presentations (Appendix 19) and one for their classmates’ portfolio 01 and 03 (Appendix 20). These checklists are simplified versions of teacher’s rating scales to ensure the concentration on the same linguistic areas.
Besides peer assessment, self-rating is another essential skill to heighten learners’ awareness of their own language (Underhill 1987). Self-assessment is a process in which students reflect on their work’s quality, judge whether they meet the course’s goals, and revise accordingly (Andrade and Valtcheva 2009). Self-assessment can encourage beauty queens to be effective and responsible learners (Boud 2003) instead of relying on the teacher as the sole source of evaluative judgments. However, self-assessment can lack subjectivity, as students can be too harsh or self-flattering (Brown and Abeywickrama 2010). This problem can be solved using an observation checklist (Appendix 21) with pre-determined criteria for portfolio 02.
In short, it is important to introduce these assessment instruments to students to familiarize them with format and testing criteria, thus ensuring test reliability (Hughes and Hughes 2020).
Course evaluation
Evaluation is the process of looking at the planning, running and results of a course (Nation and Macalister 2009). Two types of evaluation will be adopted in this context, namely formative and summative evaluation. Formative evaluation is conducted during the course to assess the effectiveness of lessons and make changes if needed to meet students’ needs (Graves 2000). Due to beauty queens’ busy schedules, it is not sensible for them to keep a learning journal every week. Instead, they are given questionnaires for teaching evaluation (Appendix 22) in week 3 and lessons’ evaluation (Appendix 23) in week 6 to gauge various course’s aspects. Asking insiders’ opinions is important because they are directly involved in the course, and this represents personal judgement of validity (Underhill 1987).
Summative evaluation is conducted at the end of the course to provide a summary or judgement on the quality or adequacy of the course (Nation and Macalister 2010). There are three tools used for summative evaluation. First, students are asked reflection and evaluation questions (Appendix 24) in week 8’s homework instead of normal speaking tasks. This integration is time-saving, as teachers do not need to give feedback on learners’ language but can gain information for course evaluation. Second, the summative assessment task result will be analysed and compared with the entry diagnostic test to examine learners’ development (Beleche et al. 2012). Last, to increase the evaluation’s validity, a semi-structured interview (Appendix 25) with the national beauty pageants organizers is conducted to obtain their views on the queens’ accomplishment. Their opinions are important as they are the main sponsors for beauty queens, and they decide the course’s sustainability. From the evaluation data, changes will be made if necessary for a more defensible curriculum in upcoming courses (Nation and Macalister 2010).
Conclusion
The course follows the course design process by Nation and Macalister (2010), including context analysis, needs analysis, course aims, course outline, assessment plan and course evaluation plan to create a practical course for Vietnamese beauty queens. The course developer hopes that this thoughtfully designed course can help Vietnamese contestants eradicate language barriers and conquer the international contests.
Figure 2: Curriculum design process (Nation and Macalister 2010)
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Topping, K.J., 2009. Peer assessment. Theory into Practice, 48 (1), 20-27.
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Wajnryb, R., 1992. Classroom observation tasks: A resource book for language teachers and trainers. Cambridge University Press.
Appendix 1: Constraints Analysis
| Constraints | Impacts | Suggestions |
Learners: | + Basic knowledge of English, lack vocabulary & knowledge about social & political issues
+ Not enough time to learn English (busy with other events / gym/ catwalk / fitting)
+ ESP: Interview & Presentation (most important) & (less important): communication with other foreign contestants
| + Modify learning materials to fit the current level
+ Shorten course time than expected/ cannot cover all lessons
+ Set limited goals + Allow learner to negotiate the nature of the course | + Language test to evaluate present knowledge
+ Design an intensive course / focus on major topics & intermediate needs + Fewer homework tasks + Assessment within class time
+ Focus on vocabulary & spoken use + Make goals clear & negotiate with learners from the beginning |
Teachers: | + Trained with interviewing & public speaking skills
+ Ability to correct spoken work on the spot
+ Little exposure to beauty pageant format | + Use group-work activities + Provide ready-made question sets & target vocabulary for each lesson
+ Use activities do not require feedback
+ Categorize questions based on each beauty pageant format (Miss Grand / Miss Universe …) | + Design full lessons for teachers to follow
+ Activities such as watching previous interviews & letting learners analyze
+ Prepare short videos about beauty pageants (focusing on situations using English the most) |
Situation: | + Limited numbers of students
+ Limited resources for beauty pageants questions / interviews
+ Sustainability of the course | + Design the course to fit small group / individual
+ Provide supplementary materials
+ Put time into preparing the course + Revise before a new course starts | + Employ pair work & individual learning
+ Group queens and runners up from different contests
+ Use recording / videos for further studying + Keep in touch with national beauty pageant organizers & offer a course for winners |
Appendix 2: Questions asked in previous beauty pageants’ final round.
Miss Universe International |
Miss Universe 70th (2021) | Top 5 questions: Many people think climate change is a hoax. What would you do to convince them to take it seriously? Should tweets and social media comments from a person in their teenage years be held against them years later? How can women best handle body-shaming? According to Global Citizens, 95% of the world’s countries are led by a male. How would the world be different if the more women were in charge? Given the ever-changing Covid19 situations, what is your opinion mandating a universal vaccine passport?
Top 3 question:
|
Miss Universe 69th (2019) | Top 5 questions: Recently, many countries have seen protests in the streets. Some have led to violence. Is protest a positive way to create chance? Government surveillance is used to keep many nations and their people safe. But some believe this invades your privacy. Which one is more important, privacy or security? Millions of women worldwide lack access to reproductive healthcare. What do you believe is the most important issue in women’s health and why? Social media has empowered people to express their beliefs. However, sometimes those beliefs are intolerant and dangerous. Should social media platforms respect free speech or regulate what people post? Are leaders of today doing enough to protect future generations from climate change? If not, what more should they be doing?
Top 3 question: |
Miss Grand International |
Miss Grand 2022 | Top 3 question: Currently there is a war between Russia and Ukraine. The president of Russia has ordered an invasion of Ukraine, killing its people, destroying its architecture and creating uncertainty for the future. If you had an opportunity to send a message to the President, what would you say?
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Miss Grand 2021 | Top 3 question: With the current world situation there’s many problems such as Human Right, economy, if you can choose one person to discuss the problem in order to make the change, who will you choose and why?
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Miss Grand 2020 | Top 3 question: |
Miss World International |
Miss World 2021
| Top 5 questions: What can you learn from Covid19? Which human right do you value the most? Nelson Mandela said: Miss World is the most important event in the world empowering young people to be of service to the community. How would Miss World empower you? What is the most important discovery yet to be discovered? What would you say to the future generation about protecting the planet?
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Miss World 2019 | Top 5 questions: Why should you be Miss World? What is the most dangerous thing in the world for your generation? If you could choose one famous figure, from the past or present, to help solve one of your global problems, who would it be? Who is the most inspiring woman to you in the world? How would you change the world in the future?
|
Appendix 3: Observation checklist for beauty pageant videos.
OBSERVATION CHECKLIST
Beauty Pageant Contest: Observation date:
Contestant’s name: Observer’s name:
Scope |
| Observed | Not observed | Comment |
Grammatical features | Simple present tenses |
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Present continuous tenses |
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Present perfect tense |
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Future tense |
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Conditionals |
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Comparatives |
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Modal verbs |
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Others:
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Pronunciation | Intonation |
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Stress |
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Linking |
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Others: |
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Language functions | Explaining reasons |
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Describing experience |
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Evaluating an issue |
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Hypothesizing to solve a problem |
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Others:
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Length of answers | One sentence |
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Two sentences |
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Three sentences |
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More than three sentences |
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| Please specify how many |
Question topics | Women leadership |
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Economy |
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Environment |
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Healthcare |
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War |
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Global crisis |
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Gender equality |
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Others:
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Appendix 4: Speaking Diagnostic Test
Part 1: One-to-one Speaking test
Language ability
Can you introduce yourself?
Where is your hometown?
Is it a big city or a small place?
Has your life changed much after you became a beauty queen?
What are you preparing for the coming international beauty pageant?
What is your plan for the next 5 years?
If you need to introduce a Vietnamese dish to foreign tourists, what would it be?
If you had one million dollars, how would you use the money?
What is the most serious environmental problem in Vietnam? Why?
Do you often help other people? If yes, what do you do?
Part 2:
Make a short presentation (4-5 minutes) about a place/city in Vietnam you would like to introduce to a foreign friend. You have 5 minutes to prepare.
You should say:
Where it is
What it is famous for
What you can do in that place
And explain why you want to introduce that city to a foreign friend.
Part 3:
Learners’ wants and needs
In your opinion, how important is English in international beauty contests? (Not important / Important / Very important)
Which skills do you want to improve during this course (listening / speaking / reading / writing)? Why?
What topics do you think this course should cover?
What kind of activities should there be in class (presentation / test / interview / …)?
Which aspect do you need help the most: vocabulary, grammar or your ability to generate ideas, ...?
On a scale of 1-5, how would you evaluate your speaking skill?
1 – Very bad | 2 - Bad | 3 - Average | 4 - Good | 5 – Very good |
I only speak isolated words and I can hardly express what I want to say. | I mostly use fragment phrases (not a full sentence), and I have to pause many times while speaking. | I can make basic sentences, but I have more difficulties when talking about unfamiliar topics. | I can use a mix of simple and complex sentences to express my ideas in familiar situations, but just a limited cases of less familiar ones. | I can flexibly use a wide range of structures while speaking and I have no difficulties in any contexts. |
On a scale of 1-5, how would you evaluate your listening skill?
1 – Very bad | 2 - Bad | 3 - Average | 4 - Good | 5 – Very good |
I can only understand isolated words and cannot keep up with long sentences. | I can only recognize words and basic phrases in familiar contexts when people speak slowly and clearly. | I can understand basic phrases in familiar contexts and catch the main point in short, clear, simple messages and announcements. | I can clearly understand sentences and catch the main points of standard speech but sometimes have difficulties in less familiar situations. | I can fully understand any types of spoken language at any speed, provided I have some time to get used to the accent. |
Appendix 5: Questionnaire for former international beauty contestants
Dear beauty queens,
The purpose of this questionnaire is to know more about the language features and role of English in your previous international contest. Your detailed answers are much appreciated and will be passed on to your successors, who will also represent Vietnam in the upcoming beauty pageants. If you have any questions regarding this survey, please feel free to contact Ms. Kim (07997856321).
Thank you very much for your time.
Personal background
Full name: _______________________________________________
Gender: _________________________________________________
Mobile phone: ____________________________________________
Email: ___________________________________________________
Your title: ________________________________________________
For example: Miss Grand Vietnam 2022.
International contest you participated in: _______________________
Your achievement in that international contest: __________________
For example: Top 10 Miss Universe 2019.
English language features
Checklist:
Please tick the situations that you encountered difficulties with English in the previous international contest.
Daily communication with other contestants
Asking the organization’s staff for help
Having an accident during an outdoor challenge day
Misunderstanding mentors / judges due to lack of language ability
Losing personal property
Having health problems
Being accused of damaging things
Others: ________________________________________________
Short-answer questions:
During the previous contest, which situation did you struggle the most using English?
________________________________________________________
How many presentations did you do during the contest?
________________________________________________________
What were those presentations about?
________________________________________________________
What can you learn from other contestants’ presentations?
________________________________________________________
How many questions were you asked in your private interview?
________________________________________________________
What were those questions about?
________________________________________________________
Which areas of discussion were not familiar to you in the private interview?
________________________________________________________
Which question would you answer better if you had a second chance?
________________________________________________________
What vocabulary fields would you suggest future contestants learn?
________________________________________________________
What grammatical features would you suggest future contestants learn?
________________________________________________________
What is the most important advice you would give to your successor?
________________________________________________________
Appendix 6: Course goals and objectives
Goal 01: Improve communication skills needed in beauty pageant context (speaking and interactive listening).
Goal 02: Answer interview questions effectively in 1 minute.
Develop fluency & clear pronunciation
Conduct language function (hypothesizing, explaining, convincing, evaluating)
Goal 03: Give a short presentation (4-5 minutes) about global, social, political topics.
Appendix 7: Course outline and sequence
Week | Session | Topic | Listening & Speaking | (G)rammar and (L)exis | Homework |
1 | 1 | Making international friends | Listening topic: Greeting around the world
Speaking focus: Learn how to introduce oneself with personal information. Learn how to introduce Vietnam and Vietnamese culture. Make small talk to start a short conversation with strangers. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Role-play: Global Fair Divide students into groups of three and create a booth to represent one nationality (India, Korea, South Africa, Venezuela, …). Each student will in turn go around, greet, make small talk and listen to others introducing their countries. Students also need to introduce one unique cultural aspect of their countries. | G: Simple present
L: Greetings, personal information, countries, culture. | Record a short video clip (2-3 minutes) introducing yourself & one unique cultural aspect of Vietnam. Please ensure you tick all the vocabulary boxes. |
2 | World’s future development | Listening: How will the world change in the near future?
Speaking: Learn how to predict changes using future tense. Turn-taking is introduced. Learn how to show agreement or disagreement to others’ viewpoints. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Role-play - G7 Summit Divide the class into groups of 7 students. Each student represents one country (Canada, France, Germany, Italy, Japan, UK, US), introduces that country and presents its future development. Others listen and decide whether they agree or disagree with those anticipations. | G: Future tense
L: Social changes, nationalities, countries. expressions for opinions. | Assessment - Porfilio 01 Record a short video clip (4-5 minutes) discussing changes in your country in the next 10 years. You should say: What fields are going to change What the changes are Why you think those changes would happen And explain the possible impacts of those changes.
Please ensure you tick all the vocabulary boxes. |
2 | 3 | World leader | Listening: What makes a great leader?
Speaking: Learn how to describe conditions and predict results using the first conditional. Rating scale for interview are introduced. Learn how to evaluate others’ answers. Learn how to answer interview questions. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Forbes interview Students practice in pairs a set of questions about world leaders. Students are required to listen and use an observation checklist to evaluate their partner’s answers.
If the next president of the US is a woman, will you be happy? If people say your president is not a good leader, what will you reply? If the world only has one leader, who will you nominate? | G: First conditional (recycle simple present & future tense)
L: leadership, personality, expression about consequence and possibility | Listen to Miss Grand Thailand Engfa Wahara answering the final question in Miss Grand International 2022: ‘If you have an opportunity to send a message to President Vladimir Putin, what will you say in one minute?’ Do you agree with her idea? Why? What will you do to make the answer better? Bring your answer to the next class. |
4 | Women leadership | Listening: Why we have too few woman leaders? (Ted talk by Sheryl Sandberg)
Speaking: Learn how to describe possibilities using modal verbs. Learn how to organize ideas logically in a presentation. Learn how to make a convincing presentation. Rating scale and observation checklist for presentation are introduced. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Assessment - Presentation 01 Each student will make a short presentation about one female leader (biography, contribution to society, ...). Convince your classmates why the woman you present is a good leader.
List of female leaders: Angela Merkel Elizabeth Queen II Michelle Obama Tsai Ing-Wen Jacinda Ardern | G: Modal verbs (may, might, would, could, can)
L: Leadership, nationalities, equality, expression about possibility, sequencers. | Record yourself describing a project that you want to be the leader. You should say: - What the project is - Who is involved in the project - What you can do to help And why you want to be the leader of that project.
|
3 | 5 | World crisis
| Listening: Afghanistan humanitarian crisis causes parents to sell children (video by BBC News)
Speaking: Use formulaic chunks to explain causes and impacts. Use simple past to describe past events. Learn how to give suggestions for a problem. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Presentation Each student receives a cue card with one solution to Afghanistan humanitarian crisis. In their presentation, they need to explain what the reasons for the crisis were and what suggestions they have.
Student A: Food Student B: Financial aid Student C: Education
| G: Simple Past tense
L: Social issues, economic crisis, food and housing. | Record yourself introducing one global issue in the past. Please explain the reasons, impacts and give suggestions regarding the problem.
|
6 | Economy | Listening: What would happen if the US economy collapsed? (a Youtube video by Curiosity)
Speaking: Learn how to hypothesize an unreal thing using the second conditional. Learn how to explain reasons and impacts with formulaic chunks. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Assessment – Presentation 02: Global Shark Tank Each student makes a short presentation about how they would use 1 billion dollars to help society. Students need to use the structure: ‘I would spend … to ... if I had 1 billion dollars now’.
Other students listen and act as investors and decide whether they would invest 1 billion dollars for that student or not. | G: Second conditional (recycle modal verbs & simple past tense)
L: economic terms and issues, business, expression about results. | Please record yourself answering this question within 1 minute. ‘If you were President Joe Biden, what would you do to solve the current economic crisis?’ |
4 | 7 | Life quality | Listening: Quality of life: what matters to you? (A video by OECD)
Speaking: Learn how to describe current actions and stages using present continuous. Learn how to list in order using sequencers. Learn how to use images to make their speech more convincing. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Role-play - News reporter Each student acts as a reporter in a particular country, such as India, Ukraine, and Bangladesh to describe the current life quality in these countries. Students can also use online images to illustrate. Others listen and say whether their country has the same living conditions or not. | G: Present continuous
L: Daily activities, countries, life index, living standards, discourse markers (firstly, secondly, ...). | Record yourself describing the current life quality in Vietnam. You should say: How life quality in Vietnam is (good & bad sides) What you can do to improve it What the authority can do to improve it And explain whether you think Vietnam is worth living or not. |
8 | Personal growth | Listening: Habits to improve your life. Speaking: Learn how to answer WH-questions in a private interview. Learn how to expand answers in interview using discourse markers. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Assessment - Mock Interview 01 (See Appendix 25) Setting: Private Interview Teachers conduct a 1-to-1 interview with students asking several questions (6 minutes/each).
Question list example: What are the three adjectives to describe you? What are your strengths and weaknesses as a beauty queen? What areas of self-improvement are you aiming at? Where do you see yourself in the next 5 years? Why do you deserve to win this title? Who else do you think will be the Queen in this contest? Why? | G: WH- questions (Recycle present simple, present continuous and future tense)
L: Personal information, individual development, future plan | Make a short presentation (2-3 minutes) about growth mindset. You should say: What growth mindset is What the benefits of having a growth mindset are And how people can develop growth mindset.
Please bring your presentation to the next class.
|
5 | 9 | Physical and mental health | Listening: Have you ever experienced burnout?
Speaking: Learn how to describe past situations until now using present perfect. Learn how to seek help using request phrases. Learn how to give solutions in an unexpected event. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Role-play Setting: Catwalk Challenge Day. Student 01: You have just had an injure with your legs while conducting a catwalk challenge. However, you need to accomplish the task because it directly affects your total score during the contest. Therefore, you need to seek help from a nearby contestant. Describe your situation and ask her for help. Student 02: You see your partner suffering from pain while doing pair catwalk. What can you do to help her? What advice would you give her? | G: Present perfect (Recycle: modal verbs)
L: Body parts, health issues, lifestyle. | Record yourself answering these questions within 1 minute: ‘Teenagers nowadays are more vulnerable to depression. What has been done to solve this problem?’
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10 | Public healthcare | Listening: What’s the biggest challenge in public health?
Speaking: Learn how to compare ideas using superlatives. Learn how to give solutions to a social problem. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Role-play: Who’s the best Minister of Health? Each student acts as a country’s Minister of Health and presents the greatest concern regarding public health and gives solutions. Other students listen and then vote for the best Minister of Health. | G: Superlatives
L: Medical terms, health issues, countries. | Assessment - Porfilio 02 Record a short video clip (1 minute for each question) answering two random questions from the given list.
What diseases have killed people the most worldwide? What are the most significant barriers to effective healthcare? How can the public benefit the most from the national healthcare system? Which aspect is the most important to public healthcare: infrastructure, medical staff, or healthcare awareness? |
6 | 11 | Cyberbullying
| Listening: Have you ever been a victim of cyberbullying?
Speaking: Learn how to retell experience and feelings. Learn how to expand a sentence using subordinating conjunctions. Learn how to seek empathy by showing emotions while speaking. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Jar of hearts. Each student tells their own story of cyberbullying (if any) or any victim of cyberbullying that they know. Students need to use structures such as: Although I tried to avoid the bullies, they kept …; I was depressed because …; When I saw those comments, I …
Other students listen to their classmates’ stories and write something nice and unique about an anonymous member of their class and put them in a jar. At the end of the lesson, these notes are read out to show appreciation and respect for each class member. Students need to use structures such as: This person is kind because… Even though I don’t know you for long, I like … | G: Complex sentences
L: Subordinating conjunctions, social media, feelings and emotions. | ‘Stop Cyberbullying’ Campaign. Make a short clip (1 minute) to encourage people to stop cyberbullying and post it on social media (Facebook, Instagram, Tiktok). You can tell your personal experience to make your video more authentic and closer to the audience. |
12 | Global war | Listening: Will Ukraine war last longer than Putin’s dictatorship?
Speaking: Learn how to compare and contrast 2 things using comparatives. Learn how to explain reasons for a political issue. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Assessment - Presentation 03 (Appendix 26) Anti-war Protest! Each student makes a short presentation to compare life in one country before and after Ukraine-Russia war and explains why the war should end.
Student 01 describes life in Ukraine (job, death, healthcare, living expenses, ...). Student 02 describes life in Russian (essential goods supply, hatred from other countries, ...). Student 03 describes life in China (fuel, travelling, …). | G: Comparatives
L: Politics, war, economy, leadership. | Record yourself answering these questions (1 minute per question).
Which country is more affected by the Ukraine-Russia war? Why? Are countries investing more money in weapons? Why are there fewer job opportunities in case of global war?
|
7 | 13 | Climate change | Listening: Who’s responsible for climate change?
Speaking: Learn how to expand sentences and link ideas using relative clauses. Learn how to do a debate about an environmental problem. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Debate Divide students into groups of opposite ideas. Group 1 agrees that climate change is caused by human activities. Group 2 agrees that climate change is not caused by humans, but the nature. Each group has 3 minutes to discuss and debate with the other group in turn.
Students need to use structures such as: The ocean, which is home to ..., is damaged by … Air pollution, which is caused by …, contributes to climate change ... | G: Relative clause
L: Environment, weather, human activities, damages. | Listen to Miss Universe 70th - Queen Harnaaz Sandhu from India answering the final question: ‘Many people think climate change is a hoax. What would you do to convince them to take it seriously?’. Evaluate her answer and think about the ways to link her sentences together using relative clause.
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14 | Renewable energy | Listening: Can 100% renewable energy power the world? (A Ted ed video by Federico Rosei and Renzo Rosei).
Speaking: Learn how to present ideas about an environmental issue. Learn how to link ideas using coordinating conjuctions. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Presentation Divide students into groups of three. Each group chooses one type of renewable energy and makes a poster about the challenges of using that energy and presents it to the class. When explaining, students need to use structures such as: Solar energy is …, and it also … Wind energy is sustainable …, yet it … It can lead to … or it … | G: Compound sentence
L: Coordinating conjunctions, power resources, environment. | Assessment - Porfilio 03 Record a short video clip (4-5 minutes) explaining how the challenges of using solar power can be tackled. |
8 | 15 | International aid | Listening: Foreign aid: who gives the most, and where does it go? (A video by The Economist)
Speaking: Learn how to offer help and give advice using formulaic chunks. Learn how to express viewpoints in a group discussion. Learn how to deliver messages with clear pronunciation. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Group discussion: A devastating earthquake just happened in Turkey and Syria in Feb 2023. Discuss with your classmates how other countries could offer foreign aid to people in the affected areas (financial aid, healthcare facilities, clothes, …). Other students listen and decide whether you agree or disagree with their classmates’ suggestions. | G: Individual Sound (Final sound)
L: Economy, current affairs, countries, funding. | Many people say that foreign aid hurts development. Do you agree or disagree? Record yourself answering this question in 1 minute. |
16 | Becoming international Queen
| Listening: What is the essence of a Beauty Pageant?
Speaking: Learn how to hypothesize with a mix of conditional sentences. Learn how to make convincing answers using stress and intonation. Learn how to apply topic-related vocabulary in speaking.
Sample speaking activity: Assessment - Mock Interview 02: Setting: Final Round Students attend a 1-to-1 interview with the teacher and answer a list of questions (1 minute per question).
Why should you be the Queen of this contest? What is the first thing you would do if you became the Queen? What can you teach young women if you become the Queen? Nelson Mandela said: Miss World is the most important event in the world empowering young people to be of service to the community. How would Miss World empower you? | G: Stress and Intonation. Recycle superlatives.
L: Beauty queens, inspiration, future plan.
| See Appendix 22 |
Appendix 8: Vocabulary checklist for pushed output
Student’s name: _____________________________
Lesson: ____________________________________
Topic: _____________________________________
Word/phrase: ________________________
Meaning: ____________________________ Used in homework: 
Example: ____________________________
Word/phrase: ________________________
Meaning: ____________________________ Used in homework:
Example: ____________________________
Word/phrase: ________________________
Meaning: ____________________________ Used in homework:
Example: ____________________________
Word/phrase: ________________________
Meaning: ____________________________ Used in homework:
Example: ____________________________
Word/phrase: ________________________
Meaning: ____________________________ Used in homework:
Example: ____________________________
Word/phrase: ________________________
Meaning: ____________________________ Used in homework:
Example: ____________________________
Word/phrase: ________________________
Meaning: ____________________________ Used in homework:
Example: ____________________________
Word/phrase: ________________________
Meaning: ____________________________ Used in homework:
Example: ___________________________
Appendix 9: Defining the construct of L2 Speaking (Bachman and Palmer 1996).
The aim of assessment is to assess the participants’ ability to interact effectively in English. They should be able to use English appropriately in a range of contexts (1). They should also be able to make a clear presentation on a given topic (2) and be able to answer interview questions (3) regarding global and social issues.
Ability to use English appropriately in a range of contexts
Vary the formality of phrases and structures depending on the context (daily communication, interviews, presentations, role-plays).
Use culturally appropriate language / politeness conventions (greeting, form of address, mitigation).
Ability to make a clear presentation (4-5 minutes)
Organize information in an easily comprehensible order.
Use discourse markers, self-correction, repetition, and stress to emphasize important points and make the test structure more salient to the listeners.
Ability to answer interview questions
Ability to react in reasonable time and in relevant, meaningful chunks.
Express ideas concisely (1 minute per question) by explaining reasons, giving suggestions, hypothesizing, specifying causes and impacts.
Prerequisites of the above specified abilities are:
Good knowledge of the topic-related vocabulary and structures of English, and ability to access the knowledge relatively fast.
Comprehensible pronunciation.
Ability to comprehend explicit and implicit meanings and react to the interlocutor’s speech.
Appendix 10: Assessment schedule
Week 01 | Week 02 |
Session 01 | Session 02 | Session 03 | Session 04 |
| Assessment - Porfilio 01 (Homework) (Peer-assessed)
Record a short video clip (4-5 minutes) discussing changes in your country in the next 10 years. You should say: What fields are going to change What the changes are Why you think those changes would happen And explain the possible impacts of those changes.
Please ensure you tick all the vocabulary boxes. |
| Assessment - Presentation 01 (In-class) (Teacher assessment)
Who is the best female leader? Each student will make a short presentation about one female leader (biography, contribution to society, ...). Convince your classmates why the woman you present is a good leader.
List of female leaders: Angela Merkel Elizabeth Queen II Michelle Obama Tsai Ing-Wen Jacinda Ardern
|
Week 3 | Week 4 |
Session 05 | Session 06 | Session 07 | Session 08 |
| Assessment – Presentation 02 (In-class) (Teacher assessment – Peer assessment)
Global Shark Tank Each student makes a short presentation about how they would use 1 billion dollars to help society. Students need to use the structure: ‘I would spend … to ... if I had 1 billion dollars now’.
Other students listen and act as investors and decide whether they would invest 1 billion dollars for that student or not. |
| Mock Interview 01 (In-class) (Teacher assessment)
Setting: Private Interview Teachers conduct a 1-to-1 interview with students (5 minutes/each).
Question list example: What are your strengths and weaknesses? What are you doing to overcome your weaknesses? How do you describe your current job? Why do you deserve to be the Queen? Who else do you think will be the Queen in this contest? |
Week 5 | Week 6 |
Session 09 | Session 10 | Session 11 | Session 12 |
| Assessment - Porfilio 02 (Homework) (Self-assessed)
Record a short video clip (1 minute for each question) answering two random questions from the given list.
What diseases kill people the most worldwide? What are the most significant barriers to effective healthcare? How can the public benefit the most from the national healthcare system? Which aspect is the most important to public healthcare: infrastructure, medical staff, or healthcare awareness? |
| Assessment –Presentation 03 (In-class) (Teacher assessment)
Anti-war Protest! Each student makes a short presentation to compare life in one country before and after Ukraine-Russia war and explains why the war should end.
Student 01 describes life in Ukraine (job, death, healthcare, living expenses, ...). Student 02 describes life in Russian (essential goods supply, hatred from other countries, ...). Student 03 describes life in China (fuel, travelling, …).
|
Week 7 | Week 8 |
Session 13 | Session 14 | Session 15 | Session 16 |
| Assessment - Porfilio 03 (Homework) (Peer-assessed) Record a short video clip (4-5 minutes) explaining how the challenges of using solar power can be tackled. |
| Assessment - Mock Interview 02 (In-class) (Teacher assessment)
Setting: Final Round Students attend a 1-to-1 interview with the teacher and answer a list of questions (1 minute per question).
Why should you be the Queen of this contest? What is the first thing you would do if you became the Queen? What can you teach young women if you become the Queen? Nelson Mandela said: Miss World is the most important event in the world empowering young people to be of service to the community. How would Miss World empower you? |
Week 9: Final Interview & Oral presentation (Teacher assessment) |
Appendix 11: Teacher’s guidelines for Mini presentations
Teachers are advised to follow the guidelines for mini presentations: Introduce the presentation topic to learners. Ensure learners thoroughly understand the presentation topics. Guide learners how they can structure their presentations. Inform learners that they have 4-5 minutes for their mini presentations. Inform learners that their performances are going to be assessed. Introduce the rating scales to learners. Offer technological support (projector / slides format) if needed. Encourage learners to introduce themselves and their topics before they present the main content. Use the rubric to assess learners. Thank learners for their presentation. Give compliments and positive feedback before feedback for improvement and score. Let students take pictures of the written feedback form and remind them to upload onto their online portfolio folder.
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Appendix 12: Teacher’s guidelines for interviews
Teachers are advised to follow the guidelines for interviews: Greet the students to create a pleasant atmosphere Inform learners that they have 1 minute to answer each question. Inform learners that they should respond to the questions as quick as they can and there will be no time to prepare. Encourage learners to use topic-related vocabulary. Inform learners that their performances are going to be assessed. Introduce the rating scales to learners. Use the rubric to assess learners. Give compliments and positive feedback before feedback for improvement and score. Let students take pictures of the written feedback form and remind them to upload onto their online portfolio folder.
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Appendix 13: Teacher’s guidelines for portfolio
Teachers are advised to follow the guidelines for portfolio assessment: Wrap up the lesson Introduce the task to students and its time limit Remind learners to upload the portfolio product before the next lesson. Inform learners that their performances are going to be assessed in the next lesson. Introduce the observation checklist to learners. Distribute self-assessment checklist or peer-assessment checklist. Ask learners to briefly discuss with their partner about their assessment result. Go around and listen to students’ feedback discussion. Summarise common good points and things to improve to the whole class. Let students take pictures of the written feedback form and remind them to upload onto their online portfolio folder.
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Appendix 14: Summative assessment sample
Part 1: Private interview (10 minutes) Each student will have a one-to-one interview with the teacher. Can you introduce yourself? What makes you different from other contestants? Why did you choose this pageant over other pageants? What will you do differently from previous title holders if you win this pageant? Where do you see yourself five years from now? Do you believe you are a role model for young girls? How do you prepare yourself to fulfill the role of a beauty queen? What would you sacrifice to be successful? How do you handle criticism?
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Part 2: Final round question (1 minute per student) Each student is called to the stage and answers ONE question in 1 minute. Should we ensure a certain number of women leaders in governing bodies? Why? Many people believe energy crisis is the most alarming problem. Do you agree? What is the biggest obstacle that prevents development? If you had a chance to discuss a social issue with world leaders, what social issue would it be? What is the relevance of beauty pageants to society? If you won the jackpot, what would you do with the money? What can be done to curb the rates of teenagers' suicide? If given a chance, what would you do to prevent a war between two nations? What is the best way to promote women's empowerment?
After choosing the Top 5 candidates, students are asked the same question: |
Part 3: Oral presentation Each student will have 5 minutes to prepare the content and slides and 5 minutes to present.
Topic: Introduce a voluntary project that you participated in. You should say: What the project was When it was organized Why you participated in that project What you did in that project How that project helped other people
And explain whether it was a meaningful project to you. |
Appendix 15: Integrated Speaking and Listening Formative Assessment Specifications
Specifications | Speaking types and Descriptions |
Mini presentations (Individual) | Mock interviews (Student and Teacher) | Portfolio (Individual) |
Purpose
| To test learners’ ability to give a short presentation within 4-5 minutes on one specified topic.
To familiarize learners with presentations during the real contest. | To assess learners’ ability to understand and answer each interview question effectively in one minute.
To familiarize learners with different kinds of interviews during the real contest (private interview, top 10/ top 5 final questions). | To assess learners’ ability to understand and respond to a given task to improve their language function and skills.
To encourage learners to reflect on their learning and identify gaps compared to expected outcomes. |
Formats
| Productive talk | Interactive talk | Productive talk |
Topic familiarity
| Women leadership, economy, global war, ... | Personal related questions, future plan, inspiration. | Future development, public healthcare, sustainable energy. |
Known criteria
| A determined rating scale will be given to the learners so that they know how their performances will be assessed. | A determined rating scale will be given to the learners so that they know how their performances will be assessed. | An observation checklist will be given to the learners so that they know how their performances will be assessed. |
Expected duration
| 4-5 minutes per student | 1 minute per question Approximately 5-7 minutes per students | Approximately 3-4 minutes |
Number of questions / topics
| One topic per presentation | 5-7 questions per interview | One topic / 3-4 questions |
Background knowledge
| Learners are encouraged to utilize their general, social knowledge and target language knowledge to do presentations. | Learners are encouraged to utilize their general, personal experience, social knowledge and target language knowledge to answer interview questions. | Learners are encouraged to utilize their general, social knowledge and target language knowledge to do presentations. |
Lexical range
| Learners are encouraged to use the lexical items (topic-related vocabulary) taught in class. Learners also need to do vocabulary checklist to ensure they apply the newly acquired vocabulary into their speech. |
Evaluation formats
| Teacher-evaluation: The teacher assesses learners’ performances based on an analytical scale. Peer-evaluation: Learners listen to and rate their classmates’ presentations based on a provided observation checklist. | Teacher-evaluation: The teacher assesses learners’ performances based on an analytical scale.
| Peer-evaluation: Learners listen to and rate their classmates’ portfolio tasks based on an observation checklist. Self-evaluation: Learners re-watch their portfolio tasks and evaluate their own performances based on a provided observation checklist.
|
Feedback delivery
| Students will receive individual feedback from the teacher after their presentations in spoken and electronic version of the written form (analytical scale and overall comment) to upload onto their online portfolio folder. They will also receive peer feedback via an observation checklist. | Students will receive individual feedback from the teacher after their interviews in spoken and electronic version of the written form (analytical scale and overall comment) to upload onto their online portfolio folder. | Students will receive peer feedback via an observation checklist. |
Appendix 16: Integrated Speaking and Listening Summative Assessment Specifications
Specifications | Types of tests and Descriptions |
Mini presentation (Individual) | Private interview (Student and Teacher) | Final interview question (Individual) |
Purpose
| To test learners’ ability to give a short presentation within 4-5 minutes on one specified topic.
| To assess learners’ ability to understand and respond quickly to private interview questions. | To assess learners’ ability to understand and answer ONE interview question effectively in one minute. |
Formats
| Productive talk | Interactive talk | Interactive talk |
Topic
| Charity/volunteer project | Self-introduction, reasons to be the winner, role model | Social, economic, political issues |
Known criteria
| A determined rating scale (Appendix 17) and an observation checklist (Appendix 19) will be given to the learners so that they know how their performances will be assessed. | A determined rating scale (Appendix 18) will be given to the learners so that they know how their performances will be assessed. | A determined rating scale (Appendix 18) will be given to the learners so that they know how their performances will be assessed. |
Expected duration
| 4-5 minutes per student | 10 minutes per students | Approximately 1-2 minutes per student (including question asking time) |
Number of questions / topics
| One topic per presentation | 10 questions per interview | 1 question |
Background knowledge
| Learners are encouraged to utilize their general, social knowledge and target language knowledge to do presentations. | Learners are encouraged to utilize their personal experience, social knowledge and target language knowledge to answer interview questions. | Learners are encouraged to utilize their general, social knowledge and target language knowledge to answer the final question. |
Lexical range
| Learners are encouraged to use the lexical items (topic-related vocabulary) taught in the course. |
Evaluation formats
| Teacher-evaluation: The teacher assesses learners’ performances based on an analytical scale (Appendix 17). Peer-evaluation: Learners listen to and rate their classmates’ presentations based on a provided observation checklist (Appendix 19). | Teacher evaluation: The teacher assesses learners’ performances based on an analytical scale (Appendix 18).
| Teacher evaluation: The teacher assesses learners’ performances based on an analytical scale (Appendix 18).
|
Feedback delivery
| Students will receive individual feedback from the teacher at the end of the final assessment day in spoken and written form (analytical scale and overall comment). They will also receive peer feedback via an observation checklist for their presentation. |
Appendix 17: Rating scale for presentations (Adapted from Van et al. 2017)
| Non-verbal communication | Lexis | Grammar (Morphology and syntax) | Structure and Content | Use of media |
9-10 | | | Produce a wide range of grammar structures successfully. Grammatical errors are rare. Fully able to discriminate sounds, stress, and pitch.
| Able to clarify the presentation’s goals and select a corresponding structure The presentation’s content connects perfectly with the prior knowledge of the audience and the presenter has been able to increase the knowledge level of the listeners
| The slides of the presentation are visually attractive, readable and supportive to the content Able to present by heart with little hesitation and repetition
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7-8 | | | Produce a good range of grammar structures. Frequently produce error-free sentences. Flexibly able to discriminate sounds, stress, and pitch.
| | |
5-6 | Able to maintain eye contact with audiences on a regular basis but sometimes look at the notes Able to use illustrative gestures and body language on a regular basis, both with supporting and non-supporting gestures
| Use a sufficient range of vocabulary related to daily topics but have some difficulties with global issue topics. Vocabulary is used with limited flexibility and several inappropriate choices, but still manage to talk about the topics.
| Produce basic grammatical structures and attempt to use complex structures Reasonable accuracy overall but frequent errors in more complex structures. Frequently able to discriminate sounds, stress, and pitch.
| | The slides of the presentation are readable, contain necessary information and are more or less supportive to the content Able to present but still need the slides to structure the presentation
|
3-4 | | Only have basic vocabulary related to daily topics, and struggle to talk about global issue topics. Frequent inappropriate choices of vocabulary, causing misunderstanding.
| Produce basic grammar structures but subordinate structures are rare. Grammatical errors are frequent and may cause misunderstanding. Able to discriminate sounds, stress, and pitch with mixed success.
| Able to structure the presentation by listing various parts, but with no cohesion The presentation’s content only connects partially with the prior knowledge of the audiences
| |
1-2 | Mainly look at the notes to keep going Have an unstable posture with mainly non-supporting gestures, causing distraction to the audience
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| Attempt to use basic grammar structures but with limited success. Grammatical errors are present in most sentences and cause misunderstanding. Rarely able to discriminate sounds, stress, and pitch.
| | The slides of the presentation are hardly readable and contain insufficient, incorrect or unnecessary information Unable to present without slides
|
0 | Do not attend / provide any response |
Overall comments: | Strengths:
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Weaknesses:
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Appendix 18: Rating scale for interviews (Adapted from Jang 2014)
| Grammar (Morphology and syntax) | Lexis | Fluency | Discourse | Language function across modes |
9-10 | Produce a wide range of grammar structures successfully. Grammatical errors are rare. Fully able to discriminate sounds, stress, and pitch.
| |
| Listen to and respond actively to all questions during the interview. Deeply understand implicit and explicit meaning of the questions. Use high level of culturally appropriate language skills to answer interview questions.
| Thoroughly appraise the interview questions. Clearly explain reasons for an action / idea. Successfully retell events or personal experience (if needed) with no obstacles.
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7-8 | Produce a good range of grammar structures. Frequently produce error-free sentences. Flexibly able to discriminate sounds, stress, and pitch.
| | Produce fluent speech at a normal speed with occasional repetition and self-correction. Hesitation occasionally happens to find words or grammar, but generally appropriate.
| Listen to and respond actively to the majority of questions during the interview. Understand explicit meaning and rarely misunderstand implicit meaning of the questions. Use a sufficient level of culturally appropriate language skills to answer interview questions.
| Generally appraise the interview questions. Adequately explain reasons for an action / idea. Successfully retell events or personal experience (if needed) with few obstacles.
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5-6 | Produce basic grammatical structures and attempt to use complex structures Reasonable accuracy overall but frequent errors in more complex structures. Frequently able to discriminate sounds, stress, and pitch.
| Use a sufficient range of vocabulary related to daily topics but have some difficulties with global issue topics. Vocabulary is used with limited flexibility and several inappropriate choices, but still manage to talk about the topics.
| | Listen to and respond appropriately to most questions during the interview. Understand explicit meaning but frequently misunderstand implicit meaning of the questions. Use a limited range of culturally appropriate language skills to answer interview questions, but generally acceptable.
| Basically appraise the interview questions. Frequent attempt to explain reasons for an action / idea with mixed success. Successfully retell events or personal experience (if needed) with occasional obstacles.
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3-4 | Produce basic grammar structures but subordinate structures are rare. Grammatical errors are frequent and may cause misunderstanding. Able to discriminate sounds, stress, and pitch with mixed success.
| Only have basic vocabulary related to daily topics, and struggle to talk about global issue topics. Frequent inappropriate choices of vocabulary, causing misunderstanding.
| Basically maintain the flow with frequent repetition and self-correction or slow speech. Long pauses, excessive use of fillers and difficulty sustaining longer utterances.
| Listen and attempt to respond to several questions during the interview. Occasionally misunderstand implicit and explicit meaning of the questions. Attempt to use culturally appropriate language skills to answer interview questions with mixed success.
| Appraise the interview questions with limited flexibility. Occasional attempts to explain reasons for an action / idea. Partially successful in retelling events or personal experience (if needed) with frequent obstacles.
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1-2 | Attempt to use basic grammar structures but with limited success. Grammatical errors are present in most sentences and cause misunderstanding. Rarely able to discriminate sounds, stress, and pitch.
|
| | Listen but hardly respond in most questions during the interview. Frequently misunderstand implicit and explicit meaning of the questions. Rarely use culturally appropriate language skills to answer interview questions.
| Hardly appraise the interview questions. Few attempts to explain reasons for an action / idea. Not successful in retell events or personal experience (if needed).
|
0 | Do not attend / provide any response |
Overall comments: | Strengths:
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Weaknesses:
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Appendix 19: Peer observation checklist for presentations
PEER OBSERVATION CHECKLIST FOR PRESENTATIONS
Observer: ____________ Student being observed: ______________ Date: _________
A | Fully meets the criterion |
B | Averagely meets the criterion |
C | Does not meet the criterion |
Scope | A/B/C | Evidence / Notes |
1. Non-verbal communication |
The presenter maintains eye contact with audiences continuously
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The presenter uses illustrative gestures and body language continuously and naturally |
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2. Lexis |
The presenter uses a wide range of topic-related vocabulary
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Vocabulary is used flexibly and accurately.
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3. Grammar (Morphology and syntax) |
The presenter produces a wide range of grammar structures
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The presenter rarely makes grammatical errors
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The presenter can discriminate sounds, stress, and pitch
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4. Structure and Content |
The presenter can clarify the presentation’s goals and select a corresponding structure |
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The presentation’s content connects with the prior knowledge of the audience |
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The presenter has been able to increase the knowledge level of the listeners |
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5. Use of media |
The slides of the presentation are visually attractive, readable and supportive to the content |
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The presenter can present by heart with little hesitation and repetition
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Appendix 20: Peer observation checklist for portfolio tasks
PEER OBSERVATION CHECKLIST FOR PORTFOLIO TASKS
Observer: _____________ Student being observed: ____________ Date: _________
A | Fully meets the criterion |
B | Averagely meets the criterion |
C | Does not meet the criterion |
Scope | A/B/C | Evidence / Notes |
1. Grammar |
The presenter produces a wide range of grammar structures
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The presenter rarely makes grammatical errors
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The presenter can discriminate sounds, stress, and pitch
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2. Lexis |
The presenter uses a wide range of topic-related vocabulary
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Vocabulary is used flexibly and accurately.
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3. Fluency |
The presenter produces a fluent speech at a normal speed
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The presenter does not hesitate a lot
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4. Discourse |
The presenter clearly understands the requirement of the task and responds actively |
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The presenter uses culturally appropriate language skills in the task
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5. Language function across modes |
The presenter clearly explains reasons for an action / idea |
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The presenter can retell events or personal experience
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The presenter’s performance is convincing
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Appendix 21: Self-observation checklist for portfolio tasks
SELF-OBSERVATION CHECKLIST FOR PORTFOLIO TASKS
Observer: ____________ Student being observed: ___________ Date: _______
A | Fully meets the criterion |
B | Averagely meets the criterion |
C | Does not meet the criterion |
Scope | A/B/C | Evidence / Notes |
1. Grammar |
I produce a wide range of grammar structures
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I rarely make grammatical errors
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I can discriminate sounds, stress, and pitch
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2. Lexis |
I use a wide range of topic-related vocabulary
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I use vocabulary flexibly and accurately.
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3. Fluency |
I produce a fluent speech at a normal speed
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I do not hesitate a lot
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4. Discourse |
I clearly understand the requirement of the task and responds actively |
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I use culturally appropriate language skills in the task
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5. Language function across modes |
I clearly explain reasons for an action / idea |
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I can retell events or personal experience
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My performance is convincing
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Appendix 22: Self-observation checklist for portfolio tasks
STUDENTS’ QUESTIONNAIRE FOR TEACHING EVALUATION
Circle the most suitable letters that represent your opinion. SA | Strongly agree | A | Agree | D | Disagree | SD | Strongly disagree |
Statement | Opinion | The teacher gives helpful responses to students’ questions and comments.
| SA | A | D | SD | The teacher gives helpful feedback on my homework and assessment tasks.
| SA | A | D | SD | The teacher should use different methods of instruction.
| SA | A | D | SD | The teacher is well-prepared for classes.
| SA | A | D | SD | The teacher gives students many chances to practice in class.
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| The teacher demonstrates an in-depth knowledge of the lessons’ content.
| SA | A | D | SD | The teacher stimulates my learning interest.
| SA | A | D | SD | The teacher understands and sympathizes with my problems.
| SA | A | D | SD | The teacher does not consider my learning demands.
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| The teacher is fair in assessing all students.
| SA | A | D | SD | The teacher is not supportive outside the class.
| SA | A | D | SD |
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Appendix 23: Students’ questionnaire for Lessons’ evaluation (Week 6)
STUDENTS’ QUESTIONNAIRE FOR LESSONS’ EVALUATION
Circle the most suitable letters that represent your opinion. SA | Strongly agree | A | Agree | D | Disagree | SD | Strongly disagree |
Statement | Opinion | Learning materials are too difficult for me.
| SA | A | D | SD | I cannot recycle the vocabulary items in later lessons.
| SA | A | D | SD | I cannot recycle the grammatical features in later lessons.
| SA | A | D | SD | I gained more social and political knowledge in the past weeks.
| SA | A | D | SD | Homework assignments are helpful to improve my skills.
| SA | A | D | SD | Course materials are poorly organized.
| SA | A | D | SD | The pace of the lessons is too slow.
| SA | A | D | SD | Lessons’ goals and objectives are not clear.
| SA | A | D | SD | Ideas and concepts in the lessons are irrelevant to the real context.
| SA | A | D | SD | There should be more homework.
| SA | A | D | SD | Every lesson follows the same sequence of activities.
| SA | A | D | SD | Time is distributed evenly for different tasks.
| SA | A | D | SD | I was tested on what I have not learned.
| SA | A | D | SD |
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Appendix 24: Integrated speaking homework and course evaluation
Make a short clip to reflect on your journey and evaluate this course.
Are you satisfied with the course outcomes? Have you achieved your target after the course? Which aspect did you improve the most (vocabulary, grammar, interview/ presentation skills …)? Which aspect do you still need more help? What else would you do to improve your English? Is this course useful? Why or why not? What is the course’s most obvious strength? What is the course’s most obvious weakness? How would you improve this course? Would you recommend this course to future beauty queens?
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Appendix 25: Semi-structured interview for national beauty pageant organizers
Are you satisfied with the queens’ performance on the final assessment day? Do you think beauty queens improve their communication skills after the course?
(Yes) To what extent have they improved? (No) To what extent have they not improved? Are the queens more confident when they answer interview questions? In what ways? Are the queens more confident when they do presentations? In what ways? Do you think the queens have achieved the goals you hope them to achieve?
(Yes) To what extent have they successfully achieved? (No) To what extent have they not achieved? Do you have any suggestions to improve the course quality? Would you continue sponsoring this course for future contestants?
* In case the national beauty pageant organizers do not speak English, there will be an interpreter for them during the final assessment day and this questionnaire will be translated into Vietnamese. |
Appendix 26: Interview assessment task sample (Lesson 08)
MOCK INTERVIEW 01 Setting: | Beauty pageant private interview | Scenario: | The beauty queen has stayed in Philippines for 5 days and participated in several events and challenges. This private interview is the chance for the judges to know more about each contestant. The interviewee should answer each question in 1 minute and prove to the judge that she deserves to be the queen. | Time: | 6 minutes per each student (short duration to ensure enough time for 10 students) | Grammar: | Answer WH-questions (Recycle present simple, present continuous and future tense) | Lesson’s topic: | Personal growth | Lexis: | Personal information, individual development, future plan | Interlocutors: | A: The teacher = Judge B: The learner = Contestant | Feedback: | Teacher assessment (Rating scale – Appendix 18) |
Question list: What are the three adjectives to describe you? What are your strengths and weaknesses as a beauty queen? What areas of self-improvement are you aiming at? Where do you see yourself in the next 5 years? Why do you deserve to win this title? Who else do you think will be the Queen in this contest? Why?
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Appendix 27: Presentation assessment task sample (Lesson 12)
PRESENTATION 03 Activity: | Anti-war Protest! The teacher makes a group of three. Each student makes a short presentation to compare life in one country before and after Ukraine-Russia war and explains why the war should end. You can use pictures to illustrate the changes. | Time: | 4-5 minutes per each student (short duration to ensure enough time for 10 students) | Grammar: | Comparatives | Lesson’s topic: | Global War | Lexis: | Politics, war, economy, leadership. | Interlocutors: | A: The teacher = Judge B: The learner = Presenter | Feedback: | Teacher assessment (Rating scale – Appendix 17) Peer-assessment (Observation checklist - Appendix 19) |
Suggested structure:
Presentation content: Student 01: Compares life in Ukraine before and after the war. Suggestion: fewer job opportunities, family/relatives’ death, overloaded hospitals, higher living expenses, loss of living places, …
Student 02: Compares life in Russia before and after the war. Suggestion: lower essential goods supply, more bad news, hatred from other countries, more protests within the country, more strikes, …
Student 03: Compares life in China before and after the war. Suggestion: higher fuel price, fewer opportunities to travel, more intense relationship between two countries, more fake news, … |
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