Articles

The study adopted an action research design to investigate the effectiveness of output tasks in increasing vocabulary for grade-11 students at a high school in Vinh Phuc Province, Vietnam. The study was conducted for 40 participants whose English proficiency was assessed at the levels of A2 or B1. In the study, several output tasks, mostly creative ones that involved prompting students to actively use their vocabulary in spoken or written production, were incorporated into the lessons using the textbook Tiếng Anh 11- Global Success. To assess the impact of the output tasks, the researcher employed multiple data collection tools. Pre-and post-study tests assessed improvement in the students’ vocabulary knowledge, while questionnaires mainly explored their attitudes towards the implemented activities and vocabulary learning. The teacher’s observation also helped provide valuable insights into students’ engagement and learning progress. After the two action research cycles, the results revealed that the students made satisfactory progress in their English vocabulary. The results also indicated that the students held positive attitudes towards the output activities in particular and vocabulary learning in general. This study, therefore, has pedagogical implications for the use of output tasks in facilitating English-as-a-foreign-language (EFL) vocabulary acquisition.

This action research investigated the effectiveness of Problembased learning (PBL) in enhancing students’ competency-based question handling skills in the unique context of Yebilaptsa Middle Secondary School. This study employed a quasi-experiment mixed-methods design, incorporating pre-tests, post-tests, and student interviews to examine the impact of PBL on students’ abilities to comprehend and respond to competency-based questions. A total of 48 grade ten students participated in this study, with 24 students assigned to the experimental group (EG) and 24 to the control group (CG). The findings revealed that despite an initial lack of significant differences in pre-test scores (p = .679) between the CG and EG, the PBL strategy can led to statistically significant (p = .001) improvements in the EG. Similarly, the qualitative findings also supported quantitative findings, highlighting the value of PBL in encouraging greater comprehension, teamwork, and long-term memory of information. While the study provides valuable information into the potential of PBL in addressing students’ challenges with competency-based questions, the study admits its limitations, including the small sample size and single-site focus. Nevertheless, the study adds to the discourse on studentcentered learning strategies and provides foundations for continued further research on PBL in a range of educational contexts. This AR concludes with implications and recommendations for future studies.

Global citizenship and competences certificate was a course provided by Education New Zealand to improve EFL teachers’ understanding and awareness of intercultural communication competencies (ICC). The course was conducted and delivered online both asynchronously and synchronously with the support of platforms, computers, and the Internet. This present article aimed to investigate how that course could enhance or hinder EFL teachers’ intercultural communication competences (ICC) from their perspectives. A total of 29 EFL teachers who came from four different countries (i.e., Vietnam, New Zealand, Thailand, and Japan) participated in the semi-structured interviews to share their perceptions regarding ICC. The interview data was analyzed thematically. As a result, the findings revealed that the teachers had unforgetable experience in terms of ICC. They had much better awareness and understanding of ICC and its components. Besides, they believed that what had been vague about ICC before was clarified when they had chances to read materials, watch videos, and more importantly discuss issues with the facilitators and the international and national peers. More interestingly, what they highly valued from the course was the informal discussions about different personal, academic, and professional issues among people from different cultures. Moreover, the EFL teachers confirmed that the CALL course was an effective way for them to learn cultures, connect with the world, and develop learning communities. Finally, those teachers hoped to integrate the content learnt from the course and the way the course was delivered into their own EFL teaching although they identified several challenges such as their learners’ proficiency, the packed schedule from the curriculum, and the facilities.

This study investigates the impact of reading habits on English academic performance among Bhutanese higher secondary students using a mixed methods approach. Quantitative data were collected from 378 participants, while qualitative data were gathered from 16 interviewees and one focus group discussion involving teachers, parents, and students from higher secondary schools. Descriptive and inferential statistical analyses were employed for quantitative data, while qualitative data were analyzed thematically. The findings revealed that students’ reading habits positively influence academic performance in English. Moreover, the study highlighted the crucial roles of teachers and parents in fostering these habits. However, it underscored that modern challenges such as the pervasive use of information and communication technology threaten to diminish students’ reading habits. The study also identified barriers to regular reading, including difficulty comprehending texts, time constraints, inadequate guidance, unsupportive environments, limited resources, and restricted library access. Consequently, the study recommends collaborative efforts among parents, teachers, and schools to adopt diverse strategies and methods to promote and sustain reading habits among students.