Phát triển năng lực cho giáo viên mầm non trong thiết kế hoạt động giao tiếp tiếng Anh cho trẻ trong bối cảnh chuyển đổi số tại Thành phố Hà Nội: Thực trạng và đề xuất biện pháp

Tóm tắt

In the context of digital transformation, preschool teachers need to develop the capacity to design English communication activities that are appropriate for young learners and provide children with opportunities to use English actively. This study aims to investigate the frequency with which preschool teachers organize English communication activities and the difficulties they encounter when designing these activities. The results show that teachers frequently use songs and chants, question-and-answer activities, TPR/physical activities, and language games, while role-play and technology-supported interactive activities are used less frequently. The major difficulties include designing activities that accommodate differences in children’s English proficiency, creating opportunities for children to actively use English, developing natural communicative situations, and integrating technology into activities. The findings suggest that the focus should shift from simply using familiar English activities to developing teachers’ capacity to design communicative activities. Teacher professional development should integrate linguistic, pedagogical, creative, and digital competencies. Technology and AI should be used as tools to support teachers in designing and innovating activities, rather than replacing direct interaction between teachers and children.