Shaping minds abroad: MA TESOL students give their reflections on internship in Armenia
MA TESOL and MA TESOL Studies students recently participated in a teaching internship at the American University of Armenia (AUA).
The students - Shuo Shan, Zhuo Zhao, Yilin Shen, Nguyen Quynh Nhu Tra, Shaikhah Aldosari and Xiujing (Aria) Wu – visited Armenia during 7–17 April 2026.
During the first week, students observed English language lessons within the Experimental English Classes programme run by AUA’s English Department for learners aged 6–16. In the second week, they taught two lessons of their own, supported throughout by experienced mentors who provided guidance on lesson planning, observed their teaching and offered constructive feedback. Alongside their professional development, students also had the opportunity to explore the culture, history and landscapes of Armenia. Below, they reflect on their experiences.
What did you learn from observing lessons and working closely with your mentor during the internship?
The internship gave us two valuable learning experiences: observing experienced teachers in the classroom and working closely with our own mentors on our teaching practice.
Observing lessons during the first week gave us valuable insights into what effective teaching looks like in practice. One of the most important things we noticed was how teaching approaches need to change depending on the age of the learners. With young children in small groups, teachers used songs, movement, games, and visual activities to introduce simple words and short sentences. The children were highly engaged and clearly enjoyed learning through play and physical activity. With teenage learners, the approach was noticeably different. Lessons were more structured, focused on communication skills, and gave students greater independence and responsibility. Seeing these two very different classrooms helped us understand that effective teaching is not one-size-fits-all. We also observed how experienced teachers managed their time confidently, maintained a natural pace throughout the lesson, and above all, how genuinely they cared about every individual student in the room. These observations reminded us that effective teaching goes beyond methodology and reflected what truly good teaching looks like.
Working with our mentors was equally rewarding. They guided us in writing lesson plans that were not only well-structured but also practical and tailored to the specific learners we were teaching. They generously shared a wide range of materials, including videos, songs, picture cards, stickers, and physical teaching tools such as toys, which showed us how creative and resourceful a teacher can be. After each of our two lessons, our mentors observed carefully and gave us detailed and constructive feedback. This feedback made a real difference. Our second lesson was noticeably better than the first as a result. Beyond practical guidance, our mentors also provided emotional support. Teaching in a new country with unfamiliar students felt overwhelming at first, but our mentors accompanied us from start to end and gave us the confidence to keep going.
The AUA internship was challenging, but it was a truly memorable and enriching experience that we will always look back on with gratitude.
Were you able to apply theories and teaching approaches from your MA TESOL and TESOL Studies programmes in your own lessons? In what ways?
During our internship at the American University of Armenia (AUA), we were able to apply several theories and teaching approaches from our MA TESOL and TESOL Studies programmes. The internship allowed us to connect theoretical knowledge with practical classroom experience through lesson observation, lesson planning, and teaching young English as a Foreign Language (EFL) learners. One of the main approaches we applied was Communicative Language Teaching (CLT). During the teaching phase, we designed speaking activities such as pair work and the “Find someone who…” activity, where students interacted by asking and answering questions. This reflected the principles of CLT, which emphasise meaningful communication and authentic language use rather than memorisation of grammatical forms. We also applied student-centred and interaction-based learning approaches. Instead of relying mainly on teacher explanation, we encouraged learners to participate actively through games, collaborative work, and speaking activities. This connects with sociocultural theory, which argues that learning develops through social interaction and collaboration with others. Pair and group activities allowed students to scaffold each other’s learning while increasing opportunities for meaningful language practice.
Additionally, we observed and used techniques associated with teaching young learners, particularly Total Physical Response and play-based learning, which suggests that physical movement can support language comprehension and reduce learner anxiety. The use of visual support and simplified language also reflected Krashen’s Input Hypothesis, which emphasises the importance of comprehensible input slightly above the learner’s current level.
Another important aspect of the internship was reflective teaching. After delivering our lessons, we received feedback from supervisors and reflected on areas for improvement. One challenge we faced was relying too heavily on lesson scripts, which sometimes resulted in rushed pacing and unclear instructions. However, after reflection and feedback, we adapted the teaching by slowing down, simplifying instructions visually, and becoming more flexible during lessons. This reflects Schön’s concept of reflective practice, where teachers continuously evaluate and improve their teaching based on classroom experiences.
The internship also strengthened our understanding of lesson planning and learner engagement. Through both observations and teaching practice, we realised that effective teaching requires flexibility and adaptation because no lesson goes exactly as planned. This experience reinforced principles from learner-centred pedagogy, where teachers respond to learners’ needs, engagement levels, and classroom dynamics rather than following a rigid lesson structure.
“The internship helped us bridge the gap between theory and practice. It demonstrated how TESOL theories such as Communicative Language Teaching, sociocultural theory, comprehensible input, TPR, and reflective practice can be applied in real EFL classrooms. More importantly, it increased our confidence as a teacher and improved our ability to adapt teaching approaches to different learners and classroom situations.” – Shaikhah Aldosari
What was the most rewarding part of teaching your lessons during the internship?
There were several moments that felt truly rewarding. “One that stands out happened during my very first lesson – a reading class. There was a question about a spelling mistake in the text, and to my surprise, no one in the class got it right. When I explained the difference between ‘breath’ and ‘breathe’, I saw the whole group suddenly understand. That look of realisation on their faces gave me a deep sense of connection with my students. In that moment, I felt I had genuinely helped them, and I could clearly see Vygotsky’s Zone of Proximal Development (ZPD) in action – with a little scaffolding from me, they moved from not knowing to understanding. That was powerful. Another rewarding experience came from a vocabulary lesson on different types of TV programmes. I designed a mock TV schedule based on the lesson objectives and made a handout for group work. Seeing my students actively discuss what genre each programme belonged to and hearing them express their ideas so willingly – even beyond my expectations – was incredibly encouraging. Their spoken English flowed so naturally that at times I had to gently interrupt to keep us on schedule. That moment made me realise that well-designed materials really do make a difference.” – Shuo Shan
“What also touched me deeply was my mentor’s feedback after my first ever one‑hour independent lesson. He asked, ‘Is this really your first time teaching alone?’ When I said yes, he told me my voice was calm, my pace was very natural, and my volume was just right – he said he would never have guessed I was nervous. That meant the world to me. I told him that I actually started to enjoy the process, and that the lesson felt like something my students and I created together. Their responses and support gave me confidence. That positive first emotional experience with teaching has had a lasting impact on how I see myself as a future English teacher.” – Shuo Shan
“The most rewarding aspect for me has been focusing on the purpose of teaching and developing the ability to handle unexpected classroom issues. After my first teaching session, I discussed my performance with my mentor and identified several areas for improvement in the next teaching, such as clarifying teaching objectives and managing time more effectively. However, during my second teaching session, I encountered technical issues and was unable to use my slides, which made me feel quite nervous. At that moment, the importance of “teaching objectives” came to my mind. I tried to stay calm and refocused on the overall objectives of the lesson and the aims of each activity. Instead of dwelling on the disruption, I adapted by selecting alternative activities more flexibly. In the end, I was able to complete the lesson successfully. My students told me they really loved that class!” – Xiujing (Aria) Wu
How has this internship influenced your development and confidence as a future English language teacher?
Before going to Armenia, most of us believed a good teacher just needed a perfect lesson plan. “In my first class, I was so nervous. I just read from my paper and talked way too fast. The kids looked confused, and I felt really bad. I lost my confidence. But that mistake actually helped me grow. I learned that a real class never goes exactly as planned. So, in my second class, I tried something new. I put my paper down, took a deep breath, and just focused on the students. I spoke slower and put pictures on the screen to help them understand. We also played a fun team game called Racing to the Top. The kids loved it! Seeing them smile and learn brought my confidence back.” – Zhuo Zhao.
This internship taught us one big thing: true teacher confidence doesn't come from a piece of paper. It comes from being flexible and caring about what your students need right now.
What was the most memorable part of the internship experience, both inside and outside the classroom?
Inside the classroom, the most memorable moment was probably teaching our lesson. There were six of us in the group, but only two members had previous experience of teaching real classes. The other four had very limited teaching experience, so naturally, we felt quite nervous before stepping into the classroom. However, the students were very active, supportive, and willing to participate. With their positive response, together with the support from our AUA buddies and the helpful advice from our supervisors, we gradually became much more confident. In the end, the lessons went more successfully than we had expected.
One of the most touching moments happened after the lesson, when some students came to us and asked whether we would continue teaching them in the future. It was such a small question, but it meant a lot to us. At that moment, we felt that all the effort, preparation, and nervousness before teaching were truly worthwhile. It reminded us that teaching is not only about delivering a lesson, but also about building connections with learners.
Outside the classroom, the internship gave us the chance to experience Armenia beyond the university setting. After our lectures and observations, we had time to walk around Yerevan, visit local places, try Armenian food, and observe daily life in the city. These small moments helped us understand Armenia not only as a place for our internship, but also as a country with its own history, culture, and warmth. One of the most unforgettable experiences was our day trip, where we had the opportunity to see the natural beauty of Armenia and spend time together outside the academic time.
For many of us, this trip was full of first times: our first time visiting Armenia, our first time walking around Yerevan, our first time trying Armenian dishes, and our first time experiencing a new culture so closely. These experiences made the internship more than just a teaching placement. It became a journey of discovery, friendship, and personal growth. Looking back, the journey was challenging, but also incredibly exciting and rewarding. It pushed us out of our comfort zone and helped us realise what we were capable of. As the saying goes, “You never know what you can do until you try.” “This internship showed us that when we are brave enough to take the first step, we may discover a stronger, more confident version of ourselves.” – Nguyen Quynh Nhu Tra.
“Before I set my feet in Armenia, I had already wandered through its history in books. Although nothing on those pages could have prepared me for the vividness of life I found there. The Armenian people call themselves the descendants of Noah, and their homeland, Hayastan. They hold Mount Ararat close to their hearts, a sacred place, rising quietly in memory and meaning. Armenian people are generous and kind. They loved their land, so share the beautify of it with other people, even a passing visitor, like me. Almost everywhere, you can find the decorations of mount Ararat, in hotel, in restaurant, in school library. They believed that they received the protection and love from God, so transferred it to animals and people standing in this land. Everywhere you can find a spring fountain that provide clean water for both animals and people who passes, although water in this country is really precious. Though I only stayed in this country for about two weeks, the time I spent there was filled with small, glowing moments that linger long after leaving. I will never forget this experience.” – Xiujing (Aria) Wu.
