scholarly journals TEACHERS’ WRITTEN FEEDBACK: HOW TO MAKE IT WORK MORE EFFECTIVELY IN A LANGUAGE CLASSROOM?

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Phung Thi Kim Dung
Keyword(s):  
Effective Teachers ◽  
Student Writing ◽  
Written Feedback ◽  
International Studies ◽  
Current Feedback ◽  
Language Classroom ◽  
Teachers And Students ◽  
National University ◽  
Process Feedback ◽  
The University

Teachers’ response to student writing is a vital, though neglected, aspect of second language composition research. This present study adds to previous research through the development and implementation of an original study which investigates the current feedback-giving practice of the teachers and their students’ opinions on feedback as well as their recommendations for improving it. The subjects involved in the study were 200 second-year students and 20 teachers at the University of Languages and International Studies (ULIS) under Vietnam National University, Hanoi (VNU) who are currently teaching or have taught writing before. These teachers and students were invited to join the survey, to answer the questionnaires, to participate in the interview, and to provide the source for observation. The research reveals that there exist a lot of problems concerning teachers’ responding methods, their feedback focus, their frequent types and forms of feedback as well as what they have actually done to help their students process feedback successfully. Meanwhile, the students report their opinions and preferences for more effective teachers’ feedback, which clearly reveals the mismatch between what the teachers often give and what the students would like to get. On this basis, the study recommends several important directions for teachers to utilize in improving their feedback, helping students process feedback more effectively and thus creating a condition in which learners learn to write more easily and successfully

scholarly journals TEACHING PRACTICUM ACTIVITIES AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES - VIETNAM NATIONAL UNIVERSITY, HANOI FROM THE TEACHERS’ AND STUDENTS’ PERSPECTIVES

2019 ◽  
Vol 35 (2) ◽  
Author(s):  
Nguyen Thuy Lan
Keyword(s):  
Foreign Language ◽  
Training Program ◽  
Student Teachers ◽  
Teacher Education Program ◽  
International Studies ◽  
Language Teacher Education ◽  
Teaching Practicum ◽  
Teachers And Students ◽  
National University ◽  
The University

Practicum is always an important and indispensable component in a training program  in general and a foreign language teacher education program in particular. Through this activity, students will be able to put their acquired knowledge into practice, thereby shortening the gap of "apprenticeship" of young graduates. To assess the appropriateness of the current teaching practicum at the University of Languages and International Studies  - Vietnam National University, Hanoi (ULIS-VNU), the study has conducted a survey with 30 teachers and 100 students. The initial results show that in terms of practicum duration and implementation time, most teachers required that the duration should be increased because 06 weeks was not enough for students to practice and learn from experience. However, most students believed that the current internship was reasonable in the final semester of the training program. Concerning the time of starting the internship, the majority of teachers said that students should start their internship in the last semester when they had sufficient foreign language skills and pedagogical skills; students conversely preferred to practice earlier. In terms of skills and knowledge that need to be equipped for students, all participants agreed that the training of soft skills should be added. In terms of the highschools that receive student teachers, most participants believed that those should be selected by the university; however, the schools’ level of support and effectiveness in guiding students were not highly appreciated. The initial findings of this study may serve as suggestions for the continous revision and improved facilitation of the teaching practicum activities at ULIS-VNU to achieve the goals of training prospective student-teachers.

scholarly journals THE AWARENESS OF STUDENTS AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY TOWARDS INTERCULTURAL COMMUNICATIVE COMPETENCE

2019 ◽  
Vol 35 (5) ◽  
Author(s):  
Dao Thi Dieu Linh ◽  
Do Nhu Quynh
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Teaching And Learning ◽  
Communication Competence ◽  
Language Learner ◽  
International Studies ◽  
Intercultural Communication Competence ◽  
Language Classroom ◽  
National University ◽  
The University

In today’s globalized world, a foreign language learner needs to not only master the four basic language skills, but also enhance their intercultural communication competence if he/she really wants to become a successful communicator. As a respond to this situation, intercultural communication has become an important content in foreign language teaching and learning. Using Bryam's intercultural communication competence model in 1997, the researchers aim at investigating the awareness of students from the University of Languages and International Studies ​​- Vietnam National University Hanoi towards intercultural communication competence, namely its definition, its significance, as well as their evaluation of current teaching and learning practices. Through a questionnaire survey of 458 students, the findings show a growing awareness of students to this competence, yet an unsufficient training in language classroom as well as a lack of self-consolidation outside class. More multicultural extra-curricular activities and culture-interrelating activities in language classroom are what we suggest to better develop this competence.

scholarly journals STUDY OF MOTIVATION TYPES OF ENGLISH-MAJORING STUDENTS AND DEMOTIVATING FACTORS - IN THE CONTEXT OF NATIONAL UNIVERSITY OF MONGOLIA, ERDENET SCHOOL

2020 ◽  
pp. 083
Author(s):  
Solongo Shagdarsuren ◽  
Ulambayar Batchuluun ◽  
Daniel Lindbergh Lang
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Factors Affecting ◽  
Credit Hours ◽  
Teachers And Students ◽  
National University ◽  
English Learning Motivation ◽  
The University ◽  
Academic Year ◽  
Learning English

A decline in number of credit hours of English courses for English-majoring students at National University of Mongolia is forcing teachers and students to focus on how to learn English more effectively and what factors would affect that process within credit hours allowed at the university. However, the English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the interest in learning English as a foreign language, and resulting in a growth in the demand for English teachers. This study has a goal to investigate into motivation of English-majoring students towards learning English and the factors affecting them to be demotivated. Twenty students studying English as a major at National University of Mongolia, Erdenet School completed the research questionnaire  which intended to discover English learning motivation through 12 items and attended focus group interview with 5 questions to find internal and external demotivating factors in 2019-2020 academic year. The students had instrumental orientation and demonstrated a strong desire to learn English. Furthermore, they were demotivated by their teachers’ and classmates’ attitudes and living conditions. The researchers suggested some recommendations based on the study findings. 

scholarly journals Attitudes Of Tertiary Students Towards Using Smart Phone Applications In Learning English

2015 ◽  
Vol 3 (8) ◽  
pp. 47-55
Author(s):  
Abeer Z. Barakat
Keyword(s):  
English Language ◽  
Smart Phone ◽  
Smart Phones ◽  
Language Games ◽  
Freshmen Students ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Teachers And Students ◽  
The University ◽  
Learning English

The Use of mobile phones and smart phones in education has become very popular with the emergence of this technology and its availability among both learners and teachers. The current study attempted to examine the attitudes of the freshmen students registering in the General English Requirement in the University College of Applied Science towards the use of smart phone applications in learning English. The results of the questionnaire analysis indicate that the majority of the students have positive attitudes towards using English language applications to help them learn English. Yet, student's use of smart phone applications is limited to downloading English language games and dictionaries. Therefore, both teachers and students need to be more aware of the beneficial options that these applications offer to the English language classroom.

scholarly journals TEACHING AND LEARNING ENGLISH LINGUISTICS AT UNDERGRADUATE LEVEL AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES - VIETNAM NATIONAL UNIVERSITY, HANOI: CHANGES OVER THE LAST TEN YEARS

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Nguyen Thi Minh Tam
Keyword(s):  
Teaching And Learning ◽  
International Studies ◽  
Research Papers ◽  
Undergraduate Level ◽  
Before And After ◽  
National University ◽  
The University ◽  
Published Research ◽  
Made In ◽  
Learning English

This paper, which is not a research paper, elaborates on the innovations made in English linguistics undergraduate courses at the University of Languages and International Studies - Vietnam National University, Hanoi (ULIS) during the last ten years, from 2009 to 2018. The report on the changes in teaching and learning English linguistics was informed from the 4 published research papers, the contents of which functioned as jigsaw pieces together combining and complementing to make up the complete picture of teaching and learning English linguistics at ULIS over the last decade. The report was also informed from the observation of how English linguistics has been taught and learnt over the last ten years by the author in the roles of a teacher of English linguistics and a course developer at ULIS as well. The comparison between the scenarios of English linguistics teaching and learning before and after 2014 was made, from which the outstanding innovations in teaching and learning English linguistics over the last decade could be seen.

scholarly journals STRATEGIES IN COPING WITH PSYCHOLOGICAL STRESS IN FOREIGN LANGUAGE ACQUISITION OF STUDENTS MAJORING IN PEDAGOGY, UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES – VIETNAM NATIONAL UNIVERSITY, HANOI

2019 ◽  
Vol 35 (5) ◽  
Author(s):  
Dang Thi Lan
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Psychological Stress ◽  
Advanced Technology ◽  
Control Group ◽  
International Studies ◽  
Training Methods ◽  
Foreign Language Acquisition ◽  
National University ◽  
The University

Changes in training methods from fixed - curriculum system to credit system with teaching methods towards creative and innovation thinking and entrepreneur using advanced technology… has put students at the University of Languages and International Studies - Vietnam National University Hanoi in difficulty, and at risk of psycholgical stress in learning activities. When students encounter psycholgical stress without strategies to overcome, their academic performances will be severely influenced. The research aims to clarify the effectiveness of strategies to cope with psychological stress in foreign language acquisition of students at the University of Languages and International Studies. By using a system of research methodologies, the researcher clarified the theoretical and practical foundation of the strategies in coping with psychological stress in foreign languages acquisition of the students. Research results showed that students encoutered heavily psychological stress in terms of cognitive and behaviour rather than physiology and emotion; the level of psychological stress in foreign language acquisition of experimental group students was minimized due to the influence of impact measures. Its minimization was more than that of control group students. This finding allows to affirm that Instructing students to adjust their cognitive in foreign language acquisition is an appropriate and effective strategy to minimize psychological stress in foreign language acquisition of students majoring in pedagogy, the University of Langugaes and International Studies - Vietnam National University Hanoi.

scholarly journals ORGANIZING DISCOVERY LEARNING IN TEACHING AND LEARNING PEDAGOGICAL SUBJECTS WITH THE INTEGRATION OF SOFT SKILLS TRAINING FOR STUDENTS AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY, HANOI

2019 ◽  
Vol 35 (2) ◽  
Author(s):  
Nguyen Thi Thang
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Skills Training ◽  
Discovery Learning ◽  
Learning Activities ◽  
International Studies ◽  
Quantitative Research Methods ◽  
National University ◽  
The University

Applying qualitative and quantitative research methods, the study has outlined basic issues of discovery learning as a theoretical basis for organizing discovery learning in the teaching and learning of pedagogy at the University of Languages and International Studies, Vietnam National University, Hanoi (ULIS-VNU). In practice, the focus is on evaluating the effectiveness of discovery learning model application and the level of soft skills students aquire through discovery learning activities in teaching and learning pedagogy at ULIS-VNU. Lecturers’ ability to organize discovery learning activities in teaching pedagogy has also been assessed. The results indicate that although students’ assessments of all the three aspects are positive, the majority believe that several points need changing and improving, such as: suitable plans for evaluation and self-assessment of learning outcomes throughout the course in place; both the objectives and content of discovery learning should be clearly and specifically designed, etc. and in order to achieve the expected results in teaching and learning pedagogy along with the intergration of soft skills training for students at ULIS-VNU in particular, and in pedagogical colleges in general, discovery learning activities need to be appropriately, rigorously and scientifically organized.

scholarly journals EXPLORING THE COMPATIBILITY BETWEEN ENGLISH LANGUAGE TEACHER COMPETENCY FRAMEWORK AND ENGLISH LANGUAGE TEACHER EDUCATION CURRICULUM OF THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES – VIETNAM NATIONAL UNIVERSITY, HANOI

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Phung Thi Kim Dung
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Competency Framework ◽  
Education Quality ◽  
International Studies ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Competency ◽  
National University ◽  
The University

Quality assurance is always a key issue in any education system. Among many approaches to enhance national education quality, the practice of designing and implementing competency frameworks for quality language teaching has been adopted in countries across the world. The recent passage of the English Teacher Competency Framework (ETCF) in Vietnam in 2012 reflects the government’s efforts in defining, promoting, and maintaining education quality. This thereby urges language teacher training programs in the country to meet the national teacher standards. But how can the outcomes of a program be formed and mapped to the national system of teacher standards? Is English Language Teacher Education Program (ELTE) introduced in 2012 at the University of Languages and International Studies – Vietnam National University, Hanoi (ULIS – VNU) aligned with the standards in the national ETCF published in December, 2012 by the Ministry of Education and Training? To answer this important question, a study has been conducted to investigate the level of alignment between the ELTE curriculum and the ETCF. By means of document analysis in which course syllabi are examined side by side with the competencies of the framework, the researcher has reached firm conclusions that there are still mismatches and gaps between the curriculum and the ETCF. Several competencies in the ETCF have not been properly addressed in the curriculum while some courses deal with competencies that are not exactly meant in the ETCF. The author then has proposed suggestions for curriculum designers to bring the courses and ETCF standards together to ensure full compatibility between them.

scholarly journals MOTIVATION TYPES IN PREDICTING THE USE OF SECOND LANGUAGE LEARNING STRATEGIES BY ENGLISH MAJOR STUDENTS AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES – VIETNAM NATIONAL UNIVERSITY, HANOI

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Bui Thien Sao ◽  
Duong Thu Mai
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
International Studies ◽  
Language Learning Strategies ◽  
Learning Strategy Use ◽  
National University ◽  
English Major ◽  
The University

This study examined the role of motivation types in predicting the use of language learning strategies by English major students at the University of Languages and International Studies - Vietnam National University, Hanoi (ULIS). A questionnaire was employed to collect information from 123 students. The first section of the questionnaire was about how often the students used strategies in learning English, and the second one collected information about the participants’ levels of four motivation types. The results indicated that all the strategies were used by the majority of the respondents, and among four types of motivation, their instrumental motivation was of the highest level. Importantly, the study disclosed a significant and positive correlation between motivation and language learning strategy use. Finally, going beyond the correlational analysis already observed in many other studies, this study utilized regression analysis which then helped unveil significant contributions of integrative and intrinsic motivation to strategy use. Helpful implication can be drawn from this study.

scholarly journals The University Extension under an introspective approach: reflections and challenges from the management

2021 ◽  
Vol 31 (3) ◽  
pp. 1-3
Author(s):  
Catalina Francia ◽  
◽  
Marcelo Mazzeo ◽  
Keyword(s):  
Public University ◽  
The Public ◽  
Evolutionary Changes ◽  
The Social ◽  
Teachers And Students ◽  
National University ◽  
Interdisciplinary Projects ◽  
The University ◽  
And Training ◽  
Social Collective

University Extension at the Faculty of Dentistry of the National University of Cordoba has gone through a long process of conceptions, tensions and evolutionary changes with the aim of gradually accompanying the current extension paradigms. Various conceptions have been adapted during this process, giving rise to several significant changes in an attempt to give hierarchy to this pillar of the public university in line with the genuine needs of the community. However, there are still some challenges for the future, for which the participation of its teachers and students will be very important, not only in their permanent education and training, but also in the substantiation of renewed interdisciplinary projects, more and more committed to the social collective.

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