EFL STUDENTS’ SELF-REFLECTIONS ON IN-CLASS COMMUNICATIVE ACTIVITIES: A CASE STUDY AT TRA VINH UNIVERSITY, VIETNAM

Effective communication is a fundamental component of language learning, particularly in English as a Foreign Language (EFL) context, where classroom interaction plays a vital role in developing language competence. Despite existing research on communication techniques and teacher support strategies in English classrooms, students’ self-reflections regarding their participation in communicative activities remain insufficiently explored. This study seeks students’ self-reflection on in-class communicative activities and their impact on English language skills. It aims to identify students’ preferences for various communicative activities, their perceived value, and recommendations for enhancing the effectiveness of these activities. A qualitative approach was employed using an open-ended survey completed by 21 final-year English major students at Tra Vinh University. The data were collected, coded, and analyzed to identify recurring themes. The results indicate that students prefer conversation activities, group discussions, and presentations, as they find these helpful in improving fluency, confidence, and interest. Furthermore, the majority of students appreciate the practicality of communicative activities in facilitating oral communication and reducing anxiety about using English. However, role-play and debate activities were less favored. Students emphasized the importance of clear instructions, encouraging feedback, and a supportive learning environment to maximize the benefits of communicative activities. The findings offer valuable insights for teachers in designing effective communicative activities that integrate technology and authentic contexts to support the development of functional language skills for real communication.