MS&T 2018 Conference

STEP Category: LeadershipFor my STEP project, I attended the Materials Science and Technology (MS&T) 2018 Conference here in Columbus, OH, last October. It is a four day forum catered to professionals in academia and the industry, and students. My primary goal for attending MS&T was to further professionally develop myself, network, and find a career path as my major can have multiple pathways.The Ohio State University Second-year Transformational Experience Program (STEP)Academic Major: Materials Science and Engineerin

The potential role of copper binding sites in prion propagation

Transmissible spongiform encephalopathies (TSEs) or prion diseases are caused by a post-translational conversion of the normal cellular form of the prion protein (PrPC) into the pathological and infectious isoform denoted as prion or PrPSc. PrPC has been shown as a high-affinity copper-binding protein, and to a lesser extent binding to other divalent cations through the octarepeat region (OR) and the non-OR copper binding sites located in the disordered N-terminal domain. Studies on the role of copper in promoting prion conversion and infectivity yielded controversial results. In this work, we explored the role of histidine residues which are crucial for copper coordination in prion conversion using a combination of cell culture and cell-free approaches. The first evidence was derived from chronically prion-infected neuronal murine cells (ScN2a) transiently expressed in murine PrPC carrying artificial mutations at histidines located both at the OR and non-OR regions. We found that the lack of each histidine in the OR has neither effect on prion replication nor protein maturation and trafficking. Intriguingly, mutagenesis of histidine 95 (H95Y) does enhance prion conversion leading to de novo infectious material formation and cause aberrant accumulation during protein trafficking. Thus, we hypothesize that H95 could function as molecular switch for prion conversion, and copper bound to this residue may function in protein conformation stabilization. We also propose a cellular model for prion formation in cells expressing the H95Y mutant. Interestingly, our data may establish a platform for rationally designed experiments aimed at elucidating whether the H95Y mutation may cause de novo prion diseases in transgenic mice

Role of L1 in L2 Acquisition According to Contrastive Analysis Hypothesis and Error Analysis

In the changed context of a globalized world where English language continues to grow as a second or third language in many parts of the world, acquiring two primary languages simultaneously gains an increasing popularity. In this case, reviewing the influence of L1 on second language acquisition, i.e. language transfer, is of great importance. Though the theory of language transfer has experienced a long time of ups and downs since 1940s, up to now, it is still a central issue in applied linguistic, second language acquisition and language learning. Much of the history of this central concept has been tied in with the varying theoretical perspectives on SLA. The acceptance and/or rejection of language transfer as a viable concept has been related to the acceptance or rejection of the specific theory with which it has been associated. The article aims to compare and contrast views of the role of L1 in L2 acquisition according to Contrastive Analysis Hypothesis and Error Analysis approaches to reinvestigate how the views of L1's contributions to SLA changed in the early approaches. Keywords: Contrastive Analysis Hypothesis, Error Analysis, L1, L2, language transfer DOI: 10.7176/JEP/11-2-11 Publication date: January 31st 202

EFL Teachers' Evaluation on “Skillful-Teaching Writing and Reading 02”

In case that many reforms in learning and teaching English in Vietnam were implemented, exploring the effectiveness of different coursebooks was raised to be a sufficient need. This research is more qualitative than quantitative in its nature, aiming to investigate EFL teachers’ evaluation of the coursebook Skillful – Reading & Writing 02 in a specific educational institution in the Mekong Delta. Thirteen teacher participants using the books were invited to participate in this study. Quantitative and qualitative data were collected by using two instruments, questionnaires and semi-interviews. The study provided a new checklist for evaluating materials in teaching and learning reading and writing.  The findings showed that (1) the merits of the coursebook Skillful – Reading & Writing 02: e.g. colorful illustrations, numerous online learning resources accompanying online accounts, suggestive topics, updated contents, and impressive study skills component; and (2) demerits of the book in terms of writing section which does not match the general objectives of the program. Likewise, (3) the cons are regarding quite small font size and long listening activities of the coursebook. Additionally, some implications were suggested in this study to enhance the effectiveness of using sufficient materials for higher educational institutions

A Decade of Researching on Professional Development in a Graduate Program: A Systematic Review

This paper aims to provide a logical and comprehensive systematic review of MA students’ theses related to professional development (PD) in an educational institution in the Mekong Delta of Vietnam. This systematic review used a qualitative method to analyze 28 unpublished PD theses (2010 – 2020) in a graduate program of a public tertiary institution in the Mekong Delta, Vietnam. There were four main research concerns, including (1) research aims, (2) research methodology, (3) findings, and (4) limitations of the theses. After the review, a list of strengths and weaknesses of these studies is found, evaluated, and presented in this article. The review shows that these studies did contribute diverse knowledge and practices of PD in the educational system of Vietnam, particularly in the Mekong Delta. On the other hand, the data collection instruments and research designs needed improvement to a certain extent. Specifically, observations were not used much in the theses. Besides, the candidate researchers overused a descriptive research design for their theses. Thanks to the analysis, some implications and new ideas for further research in PD are discussed at the end of this paper.

EFL HIGH-SCHOOL TEACHERS’ RESPONSES TO ELT PEDAGOGICAL REFORMS IN THE MEKONG DELTA, VIETNAM

In the era of globalization and internationalization, educational change, specifically English language teaching (ELT) pedagogical reforms, has been paid more attention to by language researchers. In Vietnam, ELT pedagogical reforms or educational change has been considered as an essential area. How the teachers respond to the reforms is very important; therefore, this study was conducted to investigate this issue. Questionnaire and interviewing were used to collect data from 102 English foreign language (EFL) teachers working in the Mekong Delta, Vietnam. The study was aimed to investigate teachers’ responses to 15 types of ELT pedagogical reforms, introduced by the Ministry of Education. The data, analyzed by Statistical Package for the Social Sciences (SPSS) version 20.0, showed that the teachers accepted the ELT pedagogical reforms in their teaching. Specifically, adapting teaching materials from different sources was supported most. However, some types were resisted, especially designing tests based on the Vietnamese Standardized Test of English Proficiency (VSTEP) framework.  Article visualizations

A Narrative Study on the Experiences of Hmong Female College Students

Since their settlement in the United States, Hmong American women have established themselves in professional organizations across various disciplines as lawyers, teachers, university professors, medical doctors, and political leaders. However, the data on the education achievement of Hmong American women reveal that Hmong American women have one of the lowest educational attainments. According to the 2015 American Community Survey, 20.8% of Hmong American women ages 25 and over has a bachelor or higher degree, whereas 31.9% of White women, 22.4% of Black women and 16.1% of Hispanic women the ages 25 or over. This study will explore, through narrative inquiry, the educational experiences of Hmong American women in college or university; focusing on understanding how their gender and cultural roles influence their educational experiences. This study is guided by the following three question research questions: 1. What do the stories told by Hmong American women reveal about their educational experiences in higher education? 2. What do the stories told by Hmong American women indicate about the challenges they face with their family and culture? 3. What do the stories told by Hmong American women reveal about their identity as Hmong women? This study will be conducted through a conceptual lens incorporating a review of the existing literature from four research streams: (a) the Hmong, (b) the educational achievement and experiences of Hmong American students, (c) Critical Race Theory, and (d) ethnic identity. It will also be conducted through the theoretical lens of Critical Race Theory and the social constructivist paradigm.Ed.D., Educational Leadership and Management -- Drexel University, 201

A STUDY ON ERRORS IN PRONOUNCING DENTAL SOUNDS OF ENGLISH-MAJORED SOPHOMORES AT TAY DO UNIVERSITY, VIETNAM

It is not deniable that pronunciation is considered one of the most crucial parts of learning English helping learners enhance their communication in both speaking and listening comprehension. To reach a level of a clear and precise pronunciation has never been an effortless task; however, it is a far more problematic one for English majored students regardless of their learning years. For this reason, the study entitled “Common Errors in Pronouncing Dental Sounds of English-Majored Sophomores at Tay Do University” was implemented with the aim at investigating the errors that English-majored students encountered in pronouncing dental sounds. 80 English-majored sophomores from course 14 at Tay Do University were selected to participate in the study. Questionnaires and recording tests were delivered to the participants for collecting data and getting more information. The collected data from the two instruments mentioned above was all analyzed afterward. The findings of the research revealed that sophomores of English major often mispronounced the dental sounds, including omission and substitution. The results of this study may also be useful for those who are interested in this field. Article visualizations

MEDICAL STUDENTS’ EVALUATION OF AN ENGLISH FOR SPECIFIC PURPOSES COURSEBOOK: A CASE IN VIETNAM

The current study investigates students’ evaluation of the English for Specific Purposes (ESP) coursebook taught at a medical college in the Mekong Delta, Vietnam. After using it for a year, the users, including medical students and their teachers, have given some unofficial feedback on the book. This study provided insightful official information about how its student users perceive the coursebook they were adopting. Data on the evaluations of the ESP coursebook were gained from questionnaires administered to 166 students majoring in nursing and pharmacy in charge of ESP programs. Semi-structured interviews were employed with four students to get more specific apprehension. The results of this study indicated that students were satisfied with the ESP coursebook in terms of the covering of four skills, the presence of vocabulary and grammar, relevant content, understandable social and cultural context, suitability for mix-level students. In addition, participants perceived that communicative skills were not sufficiently presented, examples in grammar were not more interesting, the illustrations were not diverse and enough, and the cover was simple but not appealing. Suggestions regarding the pedagogical implications for the adoption and evaluation of the coursebook were discussed