Surveying Causes Affecting English Learning Of Non- Special Students

Learning English has created many difficulties for non-English major students, especially final year students. The article investigates the causes affecting the English language learning of a group of final year non-English major students at Tan Trao University, and proposes some solutions to overcome these difficulties.Tan Trao University in Tuyen Quang, Viet Na

How Can Students' English Speech Skill Be Improved?

One of the most crucial language abilities is the ability to speak English, particularly in the business. However, speaking abilities are still relatively poor among students in general and pedagogy students in particular. The essay will give ideas to enhance the standard of teaching and learning in schools and will discuss the current state of English learning among students in an effort to at least partially address these inadequacies

Application Of Some Active Learning Methods And Assessment In English For Accounting

The issue of teaching and learning English for specialties or ESP (English for Specific Purposes) is an issue that has been mentioned and discussed for many years among Teaching Methods, linguistic and specialized teachers (Le, 2010). From the perspective of linguists and English teachers, specialized English teaching is an area of English language teaching (Hutchinson and Waters) rather than specialized teaching in English as envisioned by the specialized students and professional lecturers. Therefore, Specialized English teaching methods are also the method of teaching English in general applied to specialized English classes. However, the real issue is still controversial because no matter who teaches or the content and orientation, there is an existing fact that our students are still limited in using the language. They are both in general and specialized fields, unable to express themselves in the English language. Presentation skills or the ability to express opinions and evaluate problems in a hypothetical working environment are generally unsatisfactory. In this respect, it can be seen that specialized English teaching and learning is going in the direction of communication in teaching and learning to meet the needs of society (Kenedy, C, and Bolitho, R,). These two scholars emphasize that it is important not to consider English as a specialty as an area of development separate from English language teaching. It is part of a transformation in the English language teaching sector, from general purpose English to specialized purposes. Within the scope of this article, I only focus on introducing some positive assessments and learning methods that have been applied in specialized English teaching.Tan Trao University in Tuyen Quang, Viet Na

Some Solutions to Help Students Enjoy Learning English More

When teaching a large class of students, the teacher's biggest concern is which method to use to partially satisfy the learning needs of the majority of students. Each class has its unique characteristics, different learning needs, and the same level of students between classes at Tan Trao University. Some methods work well for one class, but not for another. This concern becomes much greater when the level of the student and the level of the curriculum has quite a big difference. Teachers often have to add the function of "curriculum designer" for a particular class. In addition to teaching according to the school's general curriculum, teachers must prepare more types of exercises and support activities to help students become more interested in learning and learn English more effectively. In this research paper, the writer of this article would like to mention some solutions that I have applied to students of Kindergarten Class C K8 and their feedback on my solution

Some Impact of the English Competence Assessment Test Based on Output Standards on English Teaching at Tan Trao University

The standardized English proficiency assessment has yielded significant and positive impacts on the English teaching and learning processes at Tan Trao University. This assessment not only serves as a tool to evaluate students' English proficiency but also constitutes an integral component of the educational process, encompassing curriculum design and instructional methodologies. One of the paramount effects of this assessment is the establishment of clear standards regarding proficiency levels and requisite skills. This initiative provides educators and students with a precise understanding of the competencies required for English language acquisition. Consequently, the university can devise tailored language programs that ensure students are equipped with the necessary skills to thrive in academic and professional environments. Furthermore, the assessment instills a sense of pressure on students as they prepare and engage in a high-stakes testing environment. However, this pressure serves as a motivator for students to enhance their individual English proficiency. Consequently, students are propelled towards autonomy and responsibility in their English language learning endeavors, whether through supplemental coursework or independent study. the assessment fosters improvements in the quality of English language instruction at the university. Educators must possess comprehensive knowledge of the assessment's content and requisite skills, prompting them to explore and implement effective pedagogical strategies. This results in a diversification of teaching methodologies, ranging from the utilization of extensive learning resources to the organization of practical activities and classroom discussions.&nbsp

Utilizing Visual Stimuli to Foster Engagement Among English Speaking Skill Learners During Instructional Sessions

The utilization of imagery proves highly effective in stimulating interest and fostering motivation for learners during the process of honing English speaking skills. Through this approach, not only does it facilitate learners in easily conceptualizing and comprehending concepts visually, but it also provides a platform for them to discuss and articulate ideas with confidence and creativity. Imagery serves as a bridge between language and real-life experiences, thereby igniting learners' passion and curiosity, aiding in their rapid and effective progress in language acquisition. In the journey of refining English speaking skills, imagery transcends mere static pictures to become gateways to myriad worlds. When educators incorporate images into the classroom, they bring not only pictures but also emotions, stories, and even dreams. Each detail within an image serves as a key, unlocking the door to imagination, enabling learners to step into a rich world where language extends beyond words on paper to vibrant images within the mind. Through the integration of imagery, the learning process becomes vivid and captivating, transforming each lesson into an adventure, a voyage filled with exploration and anticipation.&nbsp

The Ability of Teachers at Tuyen Quang Province’s Primary School to Organize STEM Educational Activities

The effectiveness of students' learning is significantly impacted by primary teachers' capacity to plan STEM instructional activities. If the study reveals the precise state of the teachers' capacity to plan STEM education activities in selected primary schools in Tuyen Quang Province. It will serve as the foundation for initiatives that will increase teachers' ability to plan STEM educational activities and improve the standard of instruction in primary schools. 210 administrators, teachers, and 350 students from 7 primary schools in Tuyen Quang Province of were interviewed in-depth using analysis and synthesis of theoretical approaches, questionnaire surveys mixed with observation, and in-depth interviews. We have got preliminary results on the level of teachers' attainment of the capacity to plan STEM educational activities using quantitative data processing techniques on SPSS software. The competencies are often evaluated at an average to slightly above average level. Based on the aforementioned research findings, we offer some suggestions for managers to take into account when developing a strategic plan to enhance teachers' ability to plan STEM-related educational activities

Factors influencing well-being of special education teachers in Ho Chi Minh City, Vietnam

Increasing numbers of special education teachers are leaving jobs across different cultures and countries, which leads to teachers’ well-being has gotten more attention over the past decades. This study aims to investigate the levels of well-being and explore the factors influencing well-being in special education teachers in Vietnam. Special education teachers (N = 81) from three special education schools and a special education Centre in Vietnam were involved in the current study. Descriptive analysis, Pearson correlation, and multiple linear regression were used to examine the levels of well-being and determine whether life satisfaction, job satisfaction, self-compassion, and salary and benefits influencing the well-being levels among teachers. The results show a positive correlation between well-being and job satisfaction, life satisfaction, self-compassion, and salary and benefits. Additionally, multiple regression analysis reveals that life satisfaction, self-compassion, and salary and benefits influence well-being levels positively, meaning that teachers with increased life satisfaction, self-compassion, and salary and benefits have higher levels of well-being. The present findings contribute to the general discussion about the nature of well-being and the influential factors in teachers’ well-being. It is highly suggested that organizations/schools provide appropriate policies and increase the special education teachers' well-being in Ho Chi Minh City, Vietnam

Cloning and expression of gene FanC-2NT encoding K99-2NT fimbrial antigen of enterotoxigenic Escherichia coli from diarrheic post-weaning piglets

Background and Purpose: The K99 (F5) is one pilus adhesin that mediates the attachment of enterotoxigenic E. coli (ETEC) strains to small intestines to cause to diarrhea in piglets, lambs and newborn calves. In this work, we carried out cloning and expression of the mature peptide of FanC subunit, K99 fimbriae, one of the most common adhesive antigens in E. coli. Materials and Methods: E. coli 2NT strain was isolated from fecal samples of post-weaning piglets with diarrhea. The coding sequence of the mature peptide of K99-2NT subunit was isolated by PCR amplification and cloned into pGEM®-T Easy vector for sequencing using fluorescent dideoxy-terminator method. Expression of K99-2NT protein which was inserted into pET200/D-TOPO vector induced with IPTG. The PCR product and expression level of protein was examined by agarose gel electrophoresis and sodium dodecyl sulfate-polyacrylamide gel electrophoresis, respectively. Results and Conclusions: We cloned and expressed successfully the mature peptide of K99 subunit with molecular weight of approximately 17.5 kDa from E. coli 2NT strain (named K99-2NT). Nucleotide sequence of the K99-2NT subunit coding region of fanC-2NT gene is 477 bp in length and is 99% similarity with that of fanC gene (accession no: M35282). Highest expression level occurred after 12 h of induction with 0.75 mM IPTG at 37oC. This subunit antigen will be tested for immune response of rat in the next time

Development of a diagnostic scar marker for Vibrio shilonii caused acute hepatopancreatic necrosis disease in whiteleg shrimp

Background: In a previous report, we showed that Vibrio shilonii was found on whiteleg shrimp (Litopenaeus vannamei) with acute hepatopancreatic necrosis disease in Thua Thien Hue province, Vietnam. This study was performed to develop a diagnostic molecular marker generated by random amplified polymorphic DNA (RAPD) for V. shilonii rapid detection.Methods: Pathogen Vibrio spp. were isolated from shrimps and fishes, and were identified by 16S rRNA sequencing. Genetic diversity of Vibrio strains was analysis by RAPD technique. Specific PCR product for V. shilonii was cloned and sequenced. SCAR marker was developed from specific PCR product.Result: Twenty random primers were evaluated for RAPD to identify DNA polymorphisms between Vibrio species. The random primer OPN-06 generated a 468-bp DNA fragment specific for V. shilonii. This was then converted into a sequence-characterized amplified region (SCAR) marker designated N6-441.Conclusion: Specific primers (Vshi-441F/Vshi-441R) amplified a unique DNA fragment in all V. shilonii isolates but not in the other Vibrio spp. This PCR assay showed significantly sensitive to the target DNA and reliably for the amplification the V. shilonii genome.Keywords: AHPND; RAPD; SCAR; Vibrio shilonii; Vietna