THE IMPACT OF TEACHER’S WRITTEN CORRECTIVE FEEDBACK ON EFL STUDENTS’ PARAGRAPH WRITING PERFORMANCE

Written Corrective Feedback (CF) is a contentious issue among L2 theorists and researchers. The current study intends to investigate the impact of written corrective feedback from teachers on the writing achievements of Vietnamese EFL university students. The current study’s sample included 60 students chosen at random from Nam Can Tho University’s Department of English. The students were split into two groups: experimental (n=30) and control (n=30). Data for comparable groups were collected over a 10-week period using a pre-/posttest method. The results showed that the students in the experiment group performed better on the measure than the students in the control group, demonstrating that the teacher’s written CF had a substantial beneficial influence on participants’ writing abilities. The study finishes with a discussion of the findings’ limits and implications, as well as recommendations for further research.  Article visualizations

THE IMPACT OF USING INFOGRAPHICS TO TEACH GRAMMAR ON EFL STUDENTS’ LEARNING MOTIVATION

Infographics have increasingly been used in English language teaching. However, few studies have been conducted to explore the use of infographics in improving students’ motivation in learning grammar. The objective of this study was to evaluate the impact of Infographics-based learning on students’ motivation on an English language grammar course. The study employed an experimental research design and the participation of sixty grade-11 students studying in a high school in Mekong Delta, Vietnam. There are two groups including one experimental group (n = 30) that used the Infographics-based learning; and the other a controlled group (n = 30) which was instructed using non- Infographics-based learning technique. A questionnaire was designed to measure students’ motivation after the treatment. Article visualizations

AN INVESTIGATION INTO READING STRATEGIES USED BY VIETNAMESE NON-ENGLISH MAJORED STUDENTS: THE CASE OF A UNIVERSITY IN VIETNAM

Reading comprehension is a critical feature in English language acquisition for all students since it serves as the foundation for teaching in all aspects of language learning (Mikulecky, 2008). Comprehension improves when the reader actively employs suitable reading methods (Brown, 1980). Furthermore, reading is a skill that receives the most focus in the typical English language school (Susser & Rob, 1990). Reading strategies should be used by students to plan how they will read and to improve their reading comprehension (Poole, 2010). The goal of this study was to look into how university students employ English as a Foreign Language (EFL) reading methods. There were 84 students from a university in the Mekong Delta that took part. Mokhtari and Reichard’s (2002) Survey of Reading Strategies (SORS) was utilized as the instrument to collect data on the participants’ use of reading strategies. The findings revealed that EFL high school students were well aware of the usage of reading strategies. Global reading strategies were preferred by students, followed by support strategies and problem-solving strategies. The implications of employing EFL reading skills were also highlighted.  Article visualizations