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

KHẢO SÁT TÌNH HÌNH HỌC NHÓM TRONG CÁC MÔN KỸ NĂNG TIẾNG ANH Ở BẬC ĐẠI HỌC

Nghiên cứu này khảo sát tình hình dạy và học tiếng Anh theo nhóm ở bậc đại học. Cụ thể là, đề tài tập trung khảo sát tính thường xuyên của việc học tiếng Anh theo nhóm, số thành viên trong một nhóm, và chỉ dẫn của giáo viên của hoạt động nhóm. Công cụ thu số liệu bao gồm phiếu điều tra và phỏng vấn. Kết quả nghiên cứu với 115 sinh viên cả hai khối đào tạo: Biên phiên dịch và Sư Phạm tiếng Anh năm thứ nhất và thứ hai tại trường Đại học Ngoại ngữ, Đại học Huế cho thấy trong bốn môn kỹ năng cơ bản, môn nói được tổ chức theo hoạt động theo nhóm với tính thường xuyên cao nhất. Hoạt động theo nhóm thỉnh thoảng được tổ chức trong môn đọc và viết và rất ít trong môn nghe. Việc sử dụng hoạt động theo nhóm thay đổi tùy theo nội dung môn học, mục tiêu từng hoạt động cụ thể và yêu cầu của giáo viên

THE USE OF POWERPOINT IN GROUP PRESENTATIONS: INSIGHTS FROM ELT MAJORS

The current study was set out to find out the attitudes of ELT majors toward the use of PowerPoint in group presentations and how they used the software when presenting. Data was collected through the use of questionnaire, interview and class observation. The results indicate that the majority of ELT majors had positive attitudes toward the use of PowerPoint in group presentation for their user-friendly quality and multimedia functions combining audio-visual features. It was also found that group members usually prepared slides individually before one member combined all and created a slideshow. During presentations, ELT majors relied on the key points in the slides to talk but a significant number of them just read from the slides. They also claimed to make use of the archiving and display functions of PowerPoint to create activities that help reinforce and review the contents presented. From the findings, suggestions to teachers and group members to review the contents and rules to design and use well the software for group presentations were made

VYGOTSKY’S CONCEPT OF MEDIATION: INTERPRETATIONS AND IMPLICATIONS FOR ELT

Vygotsky considered that the nature of language is for social communication and that language develops entirely from social interaction. Language serves as a mediating tool for thought. External social speech is internalised through mediation and language in this sense is a tool for mediated learning. Sociocultural theorists have discussed mediation in different ways with an emphasis on oral language. This paper analyzes how mediation through oral language and mediation in the Zone of Proximal Development have been interpreted and draws implications for English language teaching

VYGOTSKY’S CONCEPT OF MEDIATION: INTERPRETATIONS AND IMPLICATIONS FOR ELT

Vygotsky considered that the nature of language is for social communication and that language develops entirely from social interaction. Language serves as a mediating tool for thought. External social speech is internalised through mediation and language in this sense is a tool for mediated learning. Sociocultural theorists have discussed mediation in different ways with an emphasis on oral language. This paper analyzes how mediation through oral language and mediation in the Zone of Proximal Development have been interpreted and draws implications for English language teaching

A STUDY ON STUDENTS’ PERCEPTIONS OF COHERENCE AND ITS USE IN ESSAYS WRITTEN BY STUDENTS AT QUANG BINH UNIVERSITY

This study examines the topic of coherence. The participants were university students majoring in English at Quang Binh University. Data were collected from the questionnaires to the students and from their written essays. The students surveyed were aware of the importance of coherence in writing but their writings show that they had difficulties in using techniques to achieve coherence in their essays. Based on the study’s findings, suggestions were given to both students and students of English regarding teaching and learning how to write coherent essays

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

A STUDY ON PROFESSIONAL DEVELOPMENT NEEDS OF EFL TEACHERS AT SOME HIGH SCHOOLS IN THE CENTRAL AREA OF VIETNAM

This study aims to investigate the needs of professional development (PD) of EFL teachers at some high schools inthe central area of Vietnam and the ways they would like to carry out their professional development acitivities. The partiticipants included sixty EFL high school teachers who had teaching experience ranging from 2-30 yearsand their ages from 23 to over 50. Data were collected by means of a questionnaire and an interview protocol.The findings show that most of high school EFL teachers perceived PD as the process that helped teachers todevelop new skills, stay up-to-date on current trends, and advance their career. In particular, participation in a network of teachers was considered to be the most common PD activity needed by all the participants. They also stated that taking part in PD activities served the need of understanding more about the cultures of English - speaking countries in order to convey the lessons to students more accurately and lively. Besides, the results indicate that the need to know how to select appropriate materials and the ways to adapt them contributed to EFL teachers’ PD. From the findings, implications for administrators and teachers are put foward for EFL teachers torealize their needs for improvement

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

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