Pub Date : 2024-03-29DOI: 10.60087/jklst.vol3.n1.p152
Anh Nguyen Thi Kim
This article aims at examining the impact of vocabulary knowledge on listening comprehension. The study revealed a substantial correlation between listening comprehension and the depth and breadth of vocabulary knowledge. The study used a quantitative method to collect data from 103 English-majored students at HUIT. The paper highlighted the particular methods for learning vocabulary which can assist students to learn more vocabulary in English and broaden their vocabulary at the same time. Additionally, it might increase students' motivation to learn the language and make the process simpler.
{"title":"The Role of Vocabulary Knowledge in Advanced Listening Comprehension in English as a Foreign Language and Some Suggested Strategies for HUIT Students to Improve Their Vocabulary","authors":"Anh Nguyen Thi Kim","doi":"10.60087/jklst.vol3.n1.p152","DOIUrl":"https://doi.org/10.60087/jklst.vol3.n1.p152","url":null,"abstract":"This article aims at examining the impact of vocabulary knowledge on listening comprehension. The study revealed a substantial correlation between listening comprehension and the depth and breadth of vocabulary knowledge. The study used a quantitative method to collect data from 103 English-majored students at HUIT. The paper highlighted the particular methods for learning vocabulary which can assist students to learn more vocabulary in English and broaden their vocabulary at the same time. Additionally, it might increase students' motivation to learn the language and make the process simpler.","PeriodicalId":509244,"journal":{"name":"Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online)","volume":"34 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367381","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 : 2024-03-29DOI: 10.60087/jklst.vol3.n1.p299
Tien Phung Nguyen, Thi Kim Ngan Vo
This study aims to investigate the impacts of Text Shadowing technique in developing the English speaking skills of young learners. To pursuit the aim, the research employed a quasi-experimental method with the participation of seventy-eight Grade 2 pupils who were divided into an intervention group and a non-intervention group. The data analysis indicates improvements in speaking performance among both groups after eight weeks of intervention. Particularly, the intervention group achieved higher improvement than the non-intervention in terms of memorizing the initial letter sounds, clearly pronouncing words and having better intonation. Besides, the majority of the participants in the intervention group held positive attitudes toward learning and improving their pronunciation and fluency by Text Shadowing technique. Most of them found interest and confidence in learning and speaking English. The article ends with a suggestion that further studies should consider a larger sample size to obtain a better picture of the reality of the effect of Text Shadowing technique on speaking skills.
{"title":"Impacts of Text Shadowing in Developing EFL Young Learners’ Speaking Skills","authors":"Tien Phung Nguyen, Thi Kim Ngan Vo","doi":"10.60087/jklst.vol3.n1.p299","DOIUrl":"https://doi.org/10.60087/jklst.vol3.n1.p299","url":null,"abstract":"This study aims to investigate the impacts of Text Shadowing technique in developing the English speaking skills of young learners. To pursuit the aim, the research employed a quasi-experimental method with the participation of seventy-eight Grade 2 pupils who were divided into an intervention group and a non-intervention group. The data analysis indicates improvements in speaking performance among both groups after eight weeks of intervention. Particularly, the intervention group achieved higher improvement than the non-intervention in terms of memorizing the initial letter sounds, clearly pronouncing words and having better intonation. Besides, the majority of the participants in the intervention group held positive attitudes toward learning and improving their pronunciation and fluency by Text Shadowing technique. Most of them found interest and confidence in learning and speaking English. The article ends with a suggestion that further studies should consider a larger sample size to obtain a better picture of the reality of the effect of Text Shadowing technique on speaking skills.","PeriodicalId":509244,"journal":{"name":"Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online)","volume":"12 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367487","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 : 2024-03-29DOI: 10.60087/jklst.vol3.n1.p105
Hue Tong Thi
This research investigates how incentives might be used to build pedagogical decision-making skills in EFL classroom environments. It examines how the effectiveness of drama methods can revolutionize teaching and learning English as a foreign language in EFL classrooms. The study's data, which involved using a creative theater technique to intervene in required and prescribed EFL curriculum and pedagogy with English major students who struggled with English listening abilities, is used in this report. The four main categories of thematic themes addressed are: enhancing learner-to-learner interaction, motivating students, and introducing new or altering methods. To compare motivation and the traditional methods, data from 60 English major freshman students in two classrooms was gathered through questionnaire surveys. The researcher used a qualitative and quantitative approach to analyze 60 survey subjects in this study. The results show the effectiveness of using the drama method to help students study English listening skills better. Based on the study’s findings, the researcher suggests how lecturers and teachers might use drama to create efficient teaching and learning strategies for English listening skills.
{"title":"An Investigation on the Effectiveness of the Drama Method of English Major Students in Studying Listening Skills at Ho Chi Minh City University of Industry and Trade","authors":"Hue Tong Thi","doi":"10.60087/jklst.vol3.n1.p105","DOIUrl":"https://doi.org/10.60087/jklst.vol3.n1.p105","url":null,"abstract":"This research investigates how incentives might be used to build pedagogical decision-making skills in EFL classroom environments. It examines how the effectiveness of drama methods can revolutionize teaching and learning English as a foreign language in EFL classrooms. The study's data, which involved using a creative theater technique to intervene in required and prescribed EFL curriculum and pedagogy with English major students who struggled with English listening abilities, is used in this report. The four main categories of thematic themes addressed are: enhancing learner-to-learner interaction, motivating students, and introducing new or altering methods. To compare motivation and the traditional methods, data from 60 English major freshman students in two classrooms was gathered through questionnaire surveys. The researcher used a qualitative and quantitative approach to analyze 60 survey subjects in this study. The results show the effectiveness of using the drama method to help students study English listening skills better. Based on the study’s findings, the researcher suggests how lecturers and teachers might use drama to create efficient teaching and learning strategies for English listening skills.","PeriodicalId":509244,"journal":{"name":"Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online)","volume":"42 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368244","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 : 2024-03-29DOI: 10.60087/jklst.vol3.no1.p28
Trinh Thu Hang
The study of short-term memory (STM) is crucial to the study of second language acquisition. STM plays an important role in language acquisition and development since it is an on-line capacity for processing and elaborating new information. A fundamental skill in learning English is listening comprehension. The ability to listen is crucial when learning a foreign language because receiving language input is the key to language learning. More and more academics at home and abroad have started to focus on the relationship between STM and listening comprehension in recent years. STM has been demonstrated to be a crucial component of listening comprehension, making it extremely vital to increase listening comprehension in second languages. STM helps in the immediate processing of incoming auditory information when listening in a second language. This essay investigates the relationship between short-term memory and listening comprehension skills of English - majored students from Ho Chi Minh City University of Industry and Trade. The results' implications suggest that improving short-term memory capacity is necessary to get students ready for the listening IELTS examination.
{"title":"The Correlation between HUIT English Majors’ Short - Term Memory and Listening Comprehension Skills at Different Language Proficiency Levels","authors":"Trinh Thu Hang","doi":"10.60087/jklst.vol3.no1.p28","DOIUrl":"https://doi.org/10.60087/jklst.vol3.no1.p28","url":null,"abstract":"The study of short-term memory (STM) is crucial to the study of second language acquisition. STM plays an important role in language acquisition and development since it is an on-line capacity for processing and elaborating new information. A fundamental skill in learning English is listening comprehension. The ability to listen is crucial when learning a foreign language because receiving language input is the key to language learning. More and more academics at home and abroad have started to focus on the relationship between STM and listening comprehension in recent years. STM has been demonstrated to be a crucial component of listening comprehension, making it extremely vital to increase listening comprehension in second languages. STM helps in the immediate processing of incoming auditory information when listening in a second language. This essay investigates the relationship between short-term memory and listening comprehension skills of English - majored students from Ho Chi Minh City University of Industry and Trade. The results' implications suggest that improving short-term memory capacity is necessary to get students ready for the listening IELTS examination.","PeriodicalId":509244,"journal":{"name":"Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online)","volume":"78 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366559","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 : 2024-03-29DOI: 10.60087/jklst.vol3.n1.p178
Le Vy
When it comes to working together in the group, many students, especially non-major English ones always show their unmotivated expression on their faces and the unwillingness to join in. Nevertheless, group work has always been considered to be one of the most effective learning methods for both lecturers and students. Developing students’ awareness of the importance of collaborative learning is something that lecturers should do, especially for students in higher education since it will greatly affect their chances of being employed in the future since “Employers want college graduates to have developed teamwork skills” (Burke, 2011, p. 87). Study objectives were to determine what factors influence the willingness of non-major English students to work in groups. The study revealed that students feel hesitant to join group work activities due to the fairness of grading, the characteristics of each student in the group, the intimacy in the students' relationship, a fear of being judged by their peers, and a lack of guidance from their lecturers. Furthermore, the study highlighted the need for teachers to provide more guidance and assistance to their students in order to encourage them to participate in group work activities. And after all, the writer hopes that the findings of this article will give lecturers from different majors, not only language departments, more knowledge, more confidence, and more motivation to apply this method in their classrooms to improve both teaching and learning quality in education.
{"title":"A Study of the Factors Influencing Non-Major English Students' Willingness to Do Workgroup at Ho Chi Minh City University of Industry and Trade","authors":"Le Vy","doi":"10.60087/jklst.vol3.n1.p178","DOIUrl":"https://doi.org/10.60087/jklst.vol3.n1.p178","url":null,"abstract":"When it comes to working together in the group, many students, especially non-major English ones always show their unmotivated expression on their faces and the unwillingness to join in. Nevertheless, group work has always been considered to be one of the most effective learning methods for both lecturers and students. Developing students’ awareness of the importance of collaborative learning is something that lecturers should do, especially for students in higher education since it will greatly affect their chances of being employed in the future since “Employers want college graduates to have developed teamwork skills” (Burke, 2011, p. 87). Study objectives were to determine what factors influence the willingness of non-major English students to work in groups. The study revealed that students feel hesitant to join group work activities due to the fairness of grading, the characteristics of each student in the group, the intimacy in the students' relationship, a fear of being judged by their peers, and a lack of guidance from their lecturers. Furthermore, the study highlighted the need for teachers to provide more guidance and assistance to their students in order to encourage them to participate in group work activities. And after all, the writer hopes that the findings of this article will give lecturers from different majors, not only language departments, more knowledge, more confidence, and more motivation to apply this method in their classrooms to improve both teaching and learning quality in education.","PeriodicalId":509244,"journal":{"name":"Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online)","volume":"51 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367725","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 : 2024-03-29DOI: 10.60087/jklst.vol3.n1.p142
Trang Vo Thi Quynh
Surnames, functioning as indicators of familial ties within societal frameworks, play a pivotal role in differentiating individuals. They encapsulate the most vibrant, unified, and thought-provoking aspects of humanistic and historical intricacies within traditional cultures, serving as foundational elements that contribute to the manifestation of unique national cultures. Every individual globally possesses a distinct surname and given name.The space Chinese, Vietnamese, and English systems of surnames intricately intertwine with their corresponding national histories, religious beliefs, traditional cultures, and social customs. These systems distinctly reflect the images and evolution of their social histories, the origins and progression of ancient civilizations, the amalgamation and enrichment of Chinese, Vietnamese, and English societies, as well as the transformations and reforms in social norms. Furthermore, they provide valuable insights for delving into the histories and cultures of these nations. Chinese, Vietnamese, and English surnames have undergone evolution within two disparate social environments, enduring extensive periods of historical refinement and accrual. They manifest various cultural idiosyncrasies, emanating distinctive historical allure, spotlighting individual national traits, and revealing diverse valuable orientations and aesthetic standards. This thesis delves into the concepts and connotations of Chinese, Vietnamese, and English surnames. On one hand, it scrutinizes and dissects differences in their formation times, historical origins, developmental trajectories, cultural characteristics, national amalgamation, and cultural connotations. On the other hand, it aims to identify primary factors arising from social reforms, religious beliefs, national psychologies, valuable conceptions, and political and economic elements. The study explores the semantic significance of surnames, uncovering variations in Chinese, Vietnamese, and English histories and cultures while nurturing cross-cultural awareness. The examination of historical and cultural differences in Chinese, Vietnamese, and English surnames proves valuable in acknowledging both shared traits and unique distinctions in cultural customs, facilitating a more profound understanding of societal development. The analysis of these differences in cross-cultural communication is essential, serving as a pivotal means for expanding cultural awareness in Chinese, Vietnamese, and English contexts. Moreover, it plays a pragmatic role in enhancing historical knowledge, broadening traditional culture, fostering mutual understanding, and improving cultural communication.
{"title":"Cultural and Historical Differences of Surnames in Chinese, Vietnamese, and English Perspectives","authors":"Trang Vo Thi Quynh","doi":"10.60087/jklst.vol3.n1.p142","DOIUrl":"https://doi.org/10.60087/jklst.vol3.n1.p142","url":null,"abstract":"Surnames, functioning as indicators of familial ties within societal frameworks, play a pivotal role in differentiating individuals. They encapsulate the most vibrant, unified, and thought-provoking aspects of humanistic and historical intricacies within traditional cultures, serving as foundational elements that contribute to the manifestation of unique national cultures. Every individual globally possesses a distinct surname and given name.The space Chinese, Vietnamese, and English systems of surnames intricately intertwine with their corresponding national histories, religious beliefs, traditional cultures, and social customs. These systems distinctly reflect the images and evolution of their social histories, the origins and progression of ancient civilizations, the amalgamation and enrichment of Chinese, Vietnamese, and English societies, as well as the transformations and reforms in social norms. Furthermore, they provide valuable insights for delving into the histories and cultures of these nations. Chinese, Vietnamese, and English surnames have undergone evolution within two disparate social environments, enduring extensive periods of historical refinement and accrual. They manifest various cultural idiosyncrasies, emanating distinctive historical allure, spotlighting individual national traits, and revealing diverse valuable orientations and aesthetic standards. This thesis delves into the concepts and connotations of Chinese, Vietnamese, and English surnames. On one hand, it scrutinizes and dissects differences in their formation times, historical origins, developmental trajectories, cultural characteristics, national amalgamation, and cultural connotations. On the other hand, it aims to identify primary factors arising from social reforms, religious beliefs, national psychologies, valuable conceptions, and political and economic elements. The study explores the semantic significance of surnames, uncovering variations in Chinese, Vietnamese, and English histories and cultures while nurturing cross-cultural awareness. The examination of historical and cultural differences in Chinese, Vietnamese, and English surnames proves valuable in acknowledging both shared traits and unique distinctions in cultural customs, facilitating a more profound understanding of societal development. The analysis of these differences in cross-cultural communication is essential, serving as a pivotal means for expanding cultural awareness in Chinese, Vietnamese, and English contexts. Moreover, it plays a pragmatic role in enhancing historical knowledge, broadening traditional culture, fostering mutual understanding, and improving cultural communication.","PeriodicalId":509244,"journal":{"name":"Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online)","volume":"84 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368872","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 : 2024-03-29DOI: 10.60087/jklst.vol3.n1.p222
Hien Le Thi Ngoc
This study focuses on the effectiveness of using Quizizz on reviewing lessons for university students who learn English as a compulsory subject in their curriculum. A quasi-experimental quantitative study was employed by analyzing score data of Quizizz tests for 12 weeks and a questionnaire about the impacts of using Quizizz on English lesson revision, motivation, and engagement. A pre-test and post-test design was employed, with one group exposed to Quizizz and another group learned in traditional method. The results show that the application has positive influence on lesson revision and most EFL students are motivated and engaged to learn vocabulary, grammar, and general knowledge in lessons.
{"title":"The Effectiveness of Using Quizizz in Teaching English as a Foreign Language at a Tertiary Level","authors":"Hien Le Thi Ngoc","doi":"10.60087/jklst.vol3.n1.p222","DOIUrl":"https://doi.org/10.60087/jklst.vol3.n1.p222","url":null,"abstract":"This study focuses on the effectiveness of using Quizizz on reviewing lessons for university students who learn English as a compulsory subject in their curriculum. A quasi-experimental quantitative study was employed by analyzing score data of Quizizz tests for 12 weeks and a questionnaire about the impacts of using Quizizz on English lesson revision, motivation, and engagement. A pre-test and post-test design was employed, with one group exposed to Quizizz and another group learned in traditional method. The results show that the application has positive influence on lesson revision and most EFL students are motivated and engaged to learn vocabulary, grammar, and general knowledge in lessons.","PeriodicalId":509244,"journal":{"name":"Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online)","volume":"65 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365078","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 : 2024-03-29DOI: 10.60087/jklst.vol3.n1.p119
Son Pham Ngoc
The relationship between self-esteem and optimistic and pessimistic attitudes is significant in individual behavioral patterns in society and studying, according to educational psychology. The study will be done on 70 English majors at Ho Chi Minh City University of Industry and Trade (HUIT) with a quantitative research method and two scales: Rosenberg's Self-Esteem Scale (1965) and Scheier, Carver, and Bridge's Life Orientation Test-Revised (1994) to determine this correlation. There are two hypotheses stated in this study: (1) Self-esteem and optimistic attitudes are positively correlated among English majors at HUIT, and (2) Self-esteem and pessimistic attitudes are negatively correlated among English majors at HUIT. To answer the above hypotheses, the study will employ SPSS 26.00 to perform descriptive statistics, Cronbach's Alpha reliability coefficient analysis, and Pearson correlation analysis. The data suggest that among HUIT English majors, there is a positive correlation between self-esteem and an optimistic attitude and also a positive correlation between self-esteem and a pessimistic attitude. These findings provide insight into the complicated link between self-esteem and optimistic and pessimistic attitudes, revealing that people with higher self-esteem might have both optimistic and pessimistic dispositions in academic life and daily life.
{"title":"Exploring the Relationship between Self-esteem and Optimistic-Pessimistic Attitudes in English Majors at Ho Chi Minh City University of Industry and Trade","authors":"Son Pham Ngoc","doi":"10.60087/jklst.vol3.n1.p119","DOIUrl":"https://doi.org/10.60087/jklst.vol3.n1.p119","url":null,"abstract":"The relationship between self-esteem and optimistic and pessimistic attitudes is significant in individual behavioral patterns in society and studying, according to educational psychology. The study will be done on 70 English majors at Ho Chi Minh City University of Industry and Trade (HUIT) with a quantitative research method and two scales: Rosenberg's Self-Esteem Scale (1965) and Scheier, Carver, and Bridge's Life Orientation Test-Revised (1994) to determine this correlation. There are two hypotheses stated in this study: (1) Self-esteem and optimistic attitudes are positively correlated among English majors at HUIT, and (2) Self-esteem and pessimistic attitudes are negatively correlated among English majors at HUIT. To answer the above hypotheses, the study will employ SPSS 26.00 to perform descriptive statistics, Cronbach's Alpha reliability coefficient analysis, and Pearson correlation analysis. The data suggest that among HUIT English majors, there is a positive correlation between self-esteem and an optimistic attitude and also a positive correlation between self-esteem and a pessimistic attitude. These findings provide insight into the complicated link between self-esteem and optimistic and pessimistic attitudes, revealing that people with higher self-esteem might have both optimistic and pessimistic dispositions in academic life and daily life.","PeriodicalId":509244,"journal":{"name":"Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online)","volume":"13 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366942","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 : 2024-03-29DOI: 10.60087/jklst.vol3.n1.p73
Vo Thi Thu Thao
Enhancing English language proficiency, especially in listening skills, is crucial for students completing General English Courses at universities in Vietnam these days. Unfortunately, non-majored English students are often overlooked in assessments of this vital skill in their final exams, resulting in a lack of autonomy in their language learning, particularly in listening. This research explored students' perspectives on fostering autonomy through extensive listening activities, conducting a qualitative case study with 10 non-majored English students. Interviews revealed that extensive listening motivated students’ learning and improved their listening skills. However, despite these benefits, the findings highlighted a need for educators to play a more active role in designing and delivering comprehensive guidance in extensive listening strategies. This study contributed valuable insights to the ongoing discourse on optimizing learning autonomy in English language education.
{"title":"Non-majored English Students’ Learning Autonomy through Extensive Listening at a Public University","authors":"Vo Thi Thu Thao","doi":"10.60087/jklst.vol3.n1.p73","DOIUrl":"https://doi.org/10.60087/jklst.vol3.n1.p73","url":null,"abstract":"Enhancing English language proficiency, especially in listening skills, is crucial for students completing General English Courses at universities in Vietnam these days. Unfortunately, non-majored English students are often overlooked in assessments of this vital skill in their final exams, resulting in a lack of autonomy in their language learning, particularly in listening. This research explored students' perspectives on fostering autonomy through extensive listening activities, conducting a qualitative case study with 10 non-majored English students. Interviews revealed that extensive listening motivated students’ learning and improved their listening skills. However, despite these benefits, the findings highlighted a need for educators to play a more active role in designing and delivering comprehensive guidance in extensive listening strategies. This study contributed valuable insights to the ongoing discourse on optimizing learning autonomy in English language education. \u0000 ","PeriodicalId":509244,"journal":{"name":"Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online)","volume":"6 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367783","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 : 2024-03-29DOI: 10.60087/jklst.vol3.no1.p51
Tu Chi Thanh
The paper discusses the importance of topic selection in research, emphasizing that the chosen topic determines the scope, depth, and content of the study. The appropriateness of the topic is crucial for the successful completion of a thesis. An ideal topic should have academic value, align with personal interests, and be suitable for the individual's research capabilities. The direction, difficulty, scale, and method of formulating the topic are all significant aspects worthy of in-depth discussion.Keywords: Topic Selection; Difficulty; Formulation; Evaluation
{"title":"Exploring Thesis Topic Choices in Undergraduate Chinese Language Studies","authors":"Tu Chi Thanh","doi":"10.60087/jklst.vol3.no1.p51","DOIUrl":"https://doi.org/10.60087/jklst.vol3.no1.p51","url":null,"abstract":"The paper discusses the importance of topic selection in research, emphasizing that the chosen topic determines the scope, depth, and content of the study. The appropriateness of the topic is crucial for the successful completion of a thesis. An ideal topic should have academic value, align with personal interests, and be suitable for the individual's research capabilities. The direction, difficulty, scale, and method of formulating the topic are all significant aspects worthy of in-depth discussion.Keywords: Topic Selection; Difficulty; Formulation; Evaluation","PeriodicalId":509244,"journal":{"name":"Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online)","volume":"55 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367189","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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