Pub Date : 2021-03-01DOI: 10.2991/ASSEHR.K.210226.035
D. Duong, Nha Dai Trang Nguyen
As a formulaic language, collocations have brought benefits and challenges to EFL learners’ academic writing. These chunks' functions in academic writing need examining for a long time. Under certain constraints of the research setting, the current study explored both students’ and lecturers’ standpoints on using collocations to enhance academic writing. As one of quite a few studies in the Vietnamese context, the research included 47 English-major juniors and 5 English lecturers at Van Lang University, Hochiminh City, in the first semester of 2020-2021 academic year. Two research instruments were employed: the online questionnaire (to students) and the email interview (to lecturers). Thematic analysis and descriptive statistics by SPSS (version 20) were utilized to describe both stakeholders’ insights into the research problem. Major findings illustrated that the students’ demotivation of extensive reading and collocational practice were additional barriers to the collocational acquisition. Learners’ and teachers’ perspectives on the benefits of collocations in academic writing are congruent; however, the ignorance of collocations in language instruction and ineffective learning strategies might cause many constraints. The study results might provoke questions of whether using corpus-based tools (instructed or non-instructed) could have any impact on students' collocation use in their academic writing. Thus, the results might draw attention to the need of teachers’ and learners’ reflection and recommends a few ideas for future research.
{"title":"Using Collocations to Enhance Academic Writing: A Survey Study at Van Lang University","authors":"D. Duong, Nha Dai Trang Nguyen","doi":"10.2991/ASSEHR.K.210226.035","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210226.035","url":null,"abstract":"As a formulaic language, collocations have brought benefits and challenges to EFL learners’ academic writing. These chunks' functions in academic writing need examining for a long time. Under certain constraints of the research setting, the current study explored both students’ and lecturers’ standpoints on using collocations to enhance academic writing. As one of quite a few studies in the Vietnamese context, the research included 47 English-major juniors and 5 English lecturers at Van Lang University, Hochiminh City, in the first semester of 2020-2021 academic year. Two research instruments were employed: the online questionnaire (to students) and the email interview (to lecturers). Thematic analysis and descriptive statistics by SPSS (version 20) were utilized to describe both stakeholders’ insights into the research problem. Major findings illustrated that the students’ demotivation of extensive reading and collocational practice were additional barriers to the collocational acquisition. Learners’ and teachers’ perspectives on the benefits of collocations in academic writing are congruent; however, the ignorance of collocations in language instruction and ineffective learning strategies might cause many constraints. The study results might provoke questions of whether using corpus-based tools (instructed or non-instructed) could have any impact on students' collocation use in their academic writing. Thus, the results might draw attention to the need of teachers’ and learners’ reflection and recommends a few ideas for future research.","PeriodicalId":287699,"journal":{"name":"Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116655970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.2991/ASSEHR.K.210226.029
Nguyen Minh Tri
With a lofty goal and mission, it is the mission of "cultivating people". Education and digging have an important role in the development of society. Education trains people with good knowledge and expertise and trains people with good moral and physical qualities, effectively serving the socio-economic development associations of each country, each ethnic group. Today, all countries globally, including Vietnam, consider investing in education and training to be an investment in development for today's generation and the next generation and identify education and training development as a top national policy. In the context of international integration, Vietnam's education faces many difficulties and challenges when our education is still too heavy on transmitting knowledge but not directed to the quality and capacity development of learners; the quality of the contingent of teachers and administrators is not equal; The infrastructure system still has many limitations. The problem is that Vietnam needs appropriate solutions to develop education to meet citizens' requirements in the process of international integration.
{"title":"Developing Education in Vietnam in the Context of International Integration","authors":"Nguyen Minh Tri","doi":"10.2991/ASSEHR.K.210226.029","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210226.029","url":null,"abstract":"With a lofty goal and mission, it is the mission of \"cultivating people\". Education and digging have an important role in the development of society. Education trains people with good knowledge and expertise and trains people with good moral and physical qualities, effectively serving the socio-economic development associations of each country, each ethnic group. Today, all countries globally, including Vietnam, consider investing in education and training to be an investment in development for today's generation and the next generation and identify education and training development as a top national policy. In the context of international integration, Vietnam's education faces many difficulties and challenges when our education is still too heavy on transmitting knowledge but not directed to the quality and capacity development of learners; the quality of the contingent of teachers and administrators is not equal; The infrastructure system still has many limitations. The problem is that Vietnam needs appropriate solutions to develop education to meet citizens' requirements in the process of international integration.","PeriodicalId":287699,"journal":{"name":"Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127206065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.2991/ASSEHR.K.210226.021
Vy Nguyen Ngoc Hoang, T. Ngoc
Many researchers have conducted studies on teaching listening skills to examine the possible influences of different instruments, such as video programs, audiobooks, multimedia, authentic materials-based activities. However, there is little literature mentioning the impacts of the integrated skills approach through an e-learning tool on specific language skills. As a result, this paper aimed to investigate whether there are any different effects between listening and speaking instructions in integration and listening instructions only on listening comprehension with Moodle platform's implementation. Sixty-eight non-English primary first-year students at Van Lang University were picked up and divided into two groups: an experimental group (EG) and a control group (CG). Using the task-based approach, the researchers focused the integrated skills on the EG’s learning process while no speaking training was given to the CG. Data collected from a pre-posttest design were analyzed to determine whether there are differences between the two groups in terms of listening comprehension, while a semi-structured interview was performed for both groups to explore students' attitudes towards Moodle-based activities. The study's results revealed that both groups' students significantly improved their listening comprehension. There was no considerable difference in terms of listening skills between the students in the EG and CG. Besides, the data obtained from the interview indicated that all participants had positive attitudes towards Moodle-based activities. The study results also recommended that a Moodle platform's employment combined with teachers' devotion should undoubtedly lead to practical effectiveness in teaching and learning listening.
{"title":"The Effects of Integrating Listening and Speaking Skills Into Moodle-Based Activities","authors":"Vy Nguyen Ngoc Hoang, T. Ngoc","doi":"10.2991/ASSEHR.K.210226.021","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210226.021","url":null,"abstract":"Many researchers have conducted studies on teaching listening skills to examine the possible influences of different instruments, such as video programs, audiobooks, multimedia, authentic materials-based activities. However, there is little literature mentioning the impacts of the integrated skills approach through an e-learning tool on specific language skills. As a result, this paper aimed to investigate whether there are any different effects between listening and speaking instructions in integration and listening instructions only on listening comprehension with Moodle platform's implementation. Sixty-eight non-English primary first-year students at Van Lang University were picked up and divided into two groups: an experimental group (EG) and a control group (CG). Using the task-based approach, the researchers focused the integrated skills on the EG’s learning process while no speaking training was given to the CG. Data collected from a pre-posttest design were analyzed to determine whether there are differences between the two groups in terms of listening comprehension, while a semi-structured interview was performed for both groups to explore students' attitudes towards Moodle-based activities. The study's results revealed that both groups' students significantly improved their listening comprehension. There was no considerable difference in terms of listening skills between the students in the EG and CG. Besides, the data obtained from the interview indicated that all participants had positive attitudes towards Moodle-based activities. The study results also recommended that a Moodle platform's employment combined with teachers' devotion should undoubtedly lead to practical effectiveness in teaching and learning listening.","PeriodicalId":287699,"journal":{"name":"Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131364627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.2991/ASSEHR.K.210226.010
Thuy, Ngo Thi Cam
The increasing expansion of the Covid-19 pandemic has put most social and economic activities to change their business style for a sustainable existence; education is not an exception. Online learning environments (OLEs) have become the field for academic researchers to work on, from pedagogical theories to teaching-and-learning activities. However, very few studies on teachers' emotions have been conducted. The current research has been carried out to identify the types of emotions that EFL teachers feel, the factors that influence these emotions, and how they regulate challenging emotions in online-teaching at Van Lang University. A qualitative was conducted with six instructors (ranging from novice to 15-years experienced teachers) teaching in different OLEs formats (Microsoft Team, Edusoft, Zoom, Google classroom, and E-learning). Five emotions linked to online teaching were identified: feeling restricted, stressed, devalued, validated, and rejuvenated. The practical implications of these results are discussed.
{"title":"EFL Teachers’ Emotion Regulation in Response to Online-Teaching at Van Lang University","authors":"Thuy, Ngo Thi Cam","doi":"10.2991/ASSEHR.K.210226.010","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210226.010","url":null,"abstract":"The increasing expansion of the Covid-19 pandemic has put most social and economic activities to change their business style for a sustainable existence; education is not an exception. Online learning environments (OLEs) have become the field for academic researchers to work on, from pedagogical theories to teaching-and-learning activities. However, very few studies on teachers' emotions have been conducted. The current research has been carried out to identify the types of emotions that EFL teachers feel, the factors that influence these emotions, and how they regulate challenging emotions in online-teaching at Van Lang University. A qualitative was conducted with six instructors (ranging from novice to 15-years experienced teachers) teaching in different OLEs formats (Microsoft Team, Edusoft, Zoom, Google classroom, and E-learning). Five emotions linked to online teaching were identified: feeling restricted, stressed, devalued, validated, and rejuvenated. The practical implications of these results are discussed.","PeriodicalId":287699,"journal":{"name":"Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124695938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.2991/ASSEHR.K.210226.009
Hai Tran Quang
This paper aims to examine the discourse of English as a Foreign Language (EFL) learners’ attitudes and social interactions towards a virtual classroom of Hoa Sen University Mlearning System. The system is built on Moodle platform, where educators and learners are empowered to create personalized virtual classrooms in a secure and integrated environment. Through social network-like features, teachers and learners can exchange more ideas about lessons after school to promote independence in learning and strengthen social relationships. Computer-Mediated Communication (CMC) refers to interactivity between or among people through mediated communication channels. A myriad of studies on the use of CMC of foreign language learners have been conducted; however, there is little research using discourse analysis to explore students' attitudes and social interactions in language learning contexts. This paper uses an interpretive methodology by working from quantitative and qualitative data. The participants were 100 non-English major students of an English Writing class for one semester. Besides, statistics from students' interactions and post-interviews were analyzed based on discourse analysis. The results showed that learners had positive responses and attitudes towards the virtual classroom. Finally, some implications for EFL learning and teaching using virtual classrooms were discussed.
{"title":"Discourse Analysis of EFL Students’ Attitudes and Social Interactions Towards a Virtual Classroom","authors":"Hai Tran Quang","doi":"10.2991/ASSEHR.K.210226.009","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210226.009","url":null,"abstract":"This paper aims to examine the discourse of English as a Foreign Language (EFL) learners’ attitudes and social interactions towards a virtual classroom of Hoa Sen University Mlearning System. The system is built on Moodle platform, where educators and learners are empowered to create personalized virtual classrooms in a secure and integrated environment. Through social network-like features, teachers and learners can exchange more ideas about lessons after school to promote independence in learning and strengthen social relationships. Computer-Mediated Communication (CMC) refers to interactivity between or among people through mediated communication channels. A myriad of studies on the use of CMC of foreign language learners have been conducted; however, there is little research using discourse analysis to explore students' attitudes and social interactions in language learning contexts. This paper uses an interpretive methodology by working from quantitative and qualitative data. The participants were 100 non-English major students of an English Writing class for one semester. Besides, statistics from students' interactions and post-interviews were analyzed based on discourse analysis. The results showed that learners had positive responses and attitudes towards the virtual classroom. Finally, some implications for EFL learning and teaching using virtual classrooms were discussed.","PeriodicalId":287699,"journal":{"name":"Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125952457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.2991/ASSEHR.K.210226.001
V. Phạm, Thao Vo
Corona Virus’ pandemic (Covid-19) has affected all of the world's aspects, such as economics, lifestyles, culture, education, etc. Most schools and universities have been shut down for the safety of students. Then e-learning has been employed in many schools and universities to keep education going on. However, many lecturers/teachers and students in Vietnam have not been familiar with this teaching/learning mode yet. Training lecturers/teachers to use the e-learning system at a school or university is an important issue in terms of effective teaching/learning and school management. Few research studies have been investigated to study the useful model of e-learning classrooms during this critical time. This paper presents an overlook of e-learning issues around Asia during the Corona Virus pandemic. It then examined a case study on e-learning at a university in Vietnam during the lockdown situation. The study revealed that the implementation of e-learning in Vietnam still had many obstacles in terms of Internet connection, available devices, economic conditions, and the students' unwilling-perceptions. The study also provided a model of e-learning for the school/university management and the lecturers/teachers who wish to run their e-learning classes effectively.
{"title":"CALL in Asia During Covid-19 and Models of E-Learning","authors":"V. Phạm, Thao Vo","doi":"10.2991/ASSEHR.K.210226.001","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210226.001","url":null,"abstract":"Corona Virus’ pandemic (Covid-19) has affected all of the world's aspects, such as economics, lifestyles, culture, education, etc. Most schools and universities have been shut down for the safety of students. Then e-learning has been employed in many schools and universities to keep education going on. However, many lecturers/teachers and students in Vietnam have not been familiar with this teaching/learning mode yet. Training lecturers/teachers to use the e-learning system at a school or university is an important issue in terms of effective teaching/learning and school management. Few research studies have been investigated to study the useful model of e-learning classrooms during this critical time. This paper presents an overlook of e-learning issues around Asia during the Corona Virus pandemic. It then examined a case study on e-learning at a university in Vietnam during the lockdown situation. The study revealed that the implementation of e-learning in Vietnam still had many obstacles in terms of Internet connection, available devices, economic conditions, and the students' unwilling-perceptions. The study also provided a model of e-learning for the school/university management and the lecturers/teachers who wish to run their e-learning classes effectively.","PeriodicalId":287699,"journal":{"name":"Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134075621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.2991/ASSEHR.K.210226.006
P. Le
Nowadays, it has become more popular for teachers of English as a foreign language (EFL) classes to engage their students in language learning by using Internet-based applications. However, each application is often designed to teach a separate language skill, so there is a need to incorporate some applications to teach four language skills effectively. Therefore, Kahoot, Wordwall, Google Form, and Padlet were combined in this action research to support the teacher in teaching integrated skills to 104 intermediate-level students of 4 EFL classes during a 15-week course at a tertiary institution in Vietnam. The purpose of this research was to describe how these Internet-based applications are incorporated in an EFL classroom through a teacher's reflective teaching journal and identify the students' perceptions of this implementation through a questionnaire followed by a semi-structured interview. The research findings indicated that a great majority of students (90.4%) somewhat and strongly supported the model of incorporating these applications in EFL classrooms with the four major benefits of facilitating their integrated language skill practices, fostering their active learning, encouraging self-studying, and increasing students’ attention span. Accordingly, this paper concluded with a suggestion for more implementations at other institutions with similar
{"title":"Incorporating Internet-Based Applications in Teaching Integrated Language Skills to EFL Students","authors":"P. Le","doi":"10.2991/ASSEHR.K.210226.006","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210226.006","url":null,"abstract":"Nowadays, it has become more popular for teachers of English as a foreign language (EFL) classes to engage their students in language learning by using Internet-based applications. However, each application is often designed to teach a separate language skill, so there is a need to incorporate some applications to teach four language skills effectively. Therefore, Kahoot, Wordwall, Google Form, and Padlet were combined in this action research to support the teacher in teaching integrated skills to 104 intermediate-level students of 4 EFL classes during a 15-week course at a tertiary institution in Vietnam. The purpose of this research was to describe how these Internet-based applications are incorporated in an EFL classroom through a teacher's reflective teaching journal and identify the students' perceptions of this implementation through a questionnaire followed by a semi-structured interview. The research findings indicated that a great majority of students (90.4%) somewhat and strongly supported the model of incorporating these applications in EFL classrooms with the four major benefits of facilitating their integrated language skill practices, fostering their active learning, encouraging self-studying, and increasing students’ attention span. Accordingly, this paper concluded with a suggestion for more implementations at other institutions with similar","PeriodicalId":287699,"journal":{"name":"Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127243167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.210226.002
The Hung Phan
{"title":"Blended Learning With an Integrated Model in Learning and Teaching","authors":"The Hung Phan","doi":"10.2991/assehr.k.210226.002","DOIUrl":"https://doi.org/10.2991/assehr.k.210226.002","url":null,"abstract":"","PeriodicalId":287699,"journal":{"name":"Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122527355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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