SỬ DỤNG TẠO TÁC TRONG CÁC LỚP TIẾNG ANH BẬC ĐẠI HỌC NHÌN TỪ LĂNG KÍNH CỦA THUYẾT VĂN HOÁ VÀ XÃ HỘI

This study adopted sociocultural theory as the theoretial framework to explore the artifacts used in English classes at a university and how students interacted with artifacts in their English learning process. Data collected from the questionnaire completed by 150 students and interviews with 20 of them were analyzed quantitatively and qualitatively. The findings indicate the highest percentage for the statement that textbooks/course materials were used in the English classes. In addition, students showed high agreement with the use of notebooks and pens/pencils to assist with their rememebering process and understanding more deeply the lectures. They also reported to use Powerpoint in their presentations in the classroom to facilitate the interation between their thinking and the presentation contents. In the interviews, most of the students stated that the textbooks helped them to understand the lessons more clearly and the visuals in the textbooks helped them to contextualize the lessons more easily. From the findings, the article provides implications for teachers and students regarding the use of artifacts in English classes.Nghiên cứu này sử dụng thuyết văn hoá và xã hội để tìm hiểu các tạo tác được sử dụng trong các lớp học tiếng Anh bậc đại học và sinh viên tương tác với các tạo tác như thế nào trong tiến trình học tiếng Anh. Số liệu từ khảo sát với 150 sinh viên được phân tích định lượng và phỏng vấn với 20 sinh viên trong số toàn bộ khách thể được phân tích định tính. Kết quả cho thấy phần trăm đồng ý cao nhất đối với việc sử dụng sách giáo khoa/giáo trình để học tiếng Anh tại lớp. Ngoài ra, sinh viên đồng thuận cao với ý kiến về việc sử dụng vở và bút ghi chép để trợ giúp tiến trình ghi nhớ và hiểu kỹ hơn bài giảng của giáo viên. Họ cũng cho rằng việc sử dụng dùng phần mềm Powerpoint trong trình bày tại lớp thúc đẩy tương tác giữa suy nghĩ của họ với nội dung trình bày. Qua phỏng vấn, hầu hết sinh viên cho rằng tương tác với sách giáo khoa giúp sinh viên hiểu bài hơn và các hình ảnh trong sách giáo khoa giúp họ hình dung bài học dễ dàng hơn. Từ kết quả tìm được, bài viết cung cấp các kiến nghị cho giáo viên và sinh viên về việc sử dụng các tạo tác trong quá trình học tiếng Anh

TEACHERS’ AND STUDENTS’ BELIEFS OF CLASSROOM INTERACTIONS IN NON-ENGLISH MAJOR LARGE CLASSES: A SURVEY STUDY

This survey study aims to investigate teachers and students’ beliefs of classroom interactions in non-English major large classes. The participants included 100 teachers of English and 100 non-English major students. Survey method, more specially, questionnaire was chosen as a data collection tool. Data were then processed using SPSS. The results show that both surveyed teachers and students believed that classroom interactions involved talks between teachers and students (M=4.8 and 4.83 for teachers and students respectively). Besides, teachers and students similarly considered that classroom interactions in non-English large classes are limited because students do not have a lot of opportunities for speaking (M=4.74 and M=4.70 for both groups). However, the surveyed teachers tended to think that students can learn from other peers through interactions (M=4.39) whereas the mean score for this statement achieved M=4.0 for students’ responses in the survey. Furthermore, teachers reported that interaction among students leads to development in cognition and language learning (M=3.76) but students provided a lower appreciation of this issue (M=3.0). Based on the findings, the study suggests implications for developing classroom interactions as well as future studies

MANAGING STRATEGIES IN TEACHING ENGLISH IN LARGE CLASSES AT HUE UNIVERSITY-COLLEGE OF ECONOMICS

The current study examines the strategies the English teachers at Hue University, College of Economics used in managing large classes. The participants comprised of 58 teachers who had experience in teaching English in large classes at the college. Data collection tools included questionnaire and interview. The results indicate that the majority of the teachers reported to adopt group work and pair work in their classes. Over half of them considered combining the roles of a controller, an assessor and a facilitator in teaching. Besides, they claimed to give responsibility to students by asking them to elect group leaders and assigning them different tasks. They also preferred to use games (100%) to attract students’ attention. The teachers reported to use only written tests in assessing large classes. Based on the findings, suggestions are put forward to teachers in managing large classes

MANAGING STRATEGIES IN TEACHING ENGLISH IN LARGE CLASSES AT HUE UNIVERSITY-COLLEGE OF ECONOMICS

The current study examines the strategies the English teachers at Hue University, College of Economics used in managing large classes. The participants comprised of 58 teachers who had experience in teaching English in large classes at the college. Data collection tools included questionnaire and interview. The results indicate that the majority of the teachers reported to adopt group work and pair work in their classes. Over half of them considered combining the roles of a controller, an assessor and a facilitator in teaching. Besides, they claimed to give responsibility to students by asking them to elect group leaders and assigning them different tasks. They also preferred to use games (100%) to attract students’ attention. The teachers reported to use only written tests in assessing large classes. Based on the findings, suggestions are put forward to teachers in managing large classes

Venezuela : Nhân quyền và dân chủ

305 tr. ; 21 cm

Bình luận khoa học bộ luật tố tụng dân sự

725 tr. ; 24 cm