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number: /2023
CIT number: 0
Number of views: 575
Cooperative learning has been widely applied in teaching English. The research concerns the use of cooperative learning techniques to improve the English-speaking skills of first-year students at a university in Hanoi. 31 English-major freshmen from this university were the study's participants. The design of the study was action research which lasted eight weeks. Three cooperative learning techniques, namely Think-Pair-Share, Read-Pair-Share, and Write-Pair-Share, were employed when teaching students two speaking task types which were answering questions of familiar topics and making decisions in daily situations. The study collected quantitative data from a pretest and a post-test and qualitative data from interviews. The findings revealed that the use of cooperative learning techniques helped improve students' speaking performance in both part one and part three of the Cambridge B1 Preliminary Speaking Examination, but the extent of performance differed in terms of students' levels and speaking skills components. It was also discovered that most participants had a positive attitude towards this intervention. It is suggested that cooperative learning techniques should be employed in teaching and learning English speaking.
number: /2023
CIT number: 0
Number of views: 719
This study aims to explore the information needs and informationseeking patterns of secondary school geography teachers in Bhutan. The study discussed availability, accessibility, sufficiency of information, and barriers to teachers’ information-seeking as the core themes of the study. This study was carried out by means of a survey collected from a total of 191 geography teachers in the whole country and two focus group discussions consisting of 5 members each. The quantitative data were analyzed using SPSS, while the qualitative data were analyzed using thematic method analysis. The results of the study indicated that the information needs of teachers are mostly related to teaching content, teaching resources, technology, and student’s learning needs. The investigation of the information resources available/accessible to fulfill the indicated information needs revealed that teachers are heavily reliant on online information sources. One of the major findings indicated in the study was a lack of research community in schools and a lack of information literacy among teachers. In the twenty-first century, education has to fulfill the demands of transmitting a growing amount of knowledge in an appropriate way and to be lifelong learners, continually aspiring to learn and teach. Therefore, it is apparent that educators must be aware of the changing demands in teaching and learning. The results of this research may be useful for the educational authorities to develop appropriate policies that promote teachers’ professional development competency and redevelop strategies to replace the inadequacy of information to fulfill curriculum demands.
number: /2023
CIT number: 0
Number of views: 999
This mixed-method study aimed to explore the perceptions and practices of 115 English-as-a-foreign-language (EFL) lecturers regarding research at different universities in Vietnam. Data were collected through online surveys distributed via Google Forms, and 11 semi-structured interviews were conducted among the participants. Results provided evidence that EFL lecturers were fully informed of the benefits of research and the close relationship between research and teaching. The study revealed important findings: generally poor research experience among lecturers with master and bachelor degrees, unsupportive conditions for research practices at higher institutions, and struggles over the cited conditions in conducting research. The study provided certain valuable suggestions at varying levels. At the micro level, EFL lecturers need to strengthen their motivation in conducting research by attending online research courses, forming the habit of reading scholarly articles, and intrinsically building a passion for conducting research. At the meso level, the faculty should aim to establish research groups with experienced researchers to help young lecturers participate in research activities. At the macro level, universities are advised to ensure the correct identification of research objectives and subjects in accordance with the content of the training program. Finally, universities should increase funding for research., especially by allocating more sources for social science programs.
number: /2023
CIT number: 0
Number of views: 677
In reality, reading plays an important role in the academic and career development of learners. Learners need to work through a large number of foreign language books for their general and specialist subjects at school. Therefore, reading skills have been the subject of many investigations in the field of English language teaching and learning so far. Most researchers have been trying to find effective ways to improve learners’ reading skills. With a new perspective, this study aimed to discover the use of reading strategies among non-English majors at NLU. The methods of the research used both a quantitative and qualitative approach based on the theory of the case study. A total of one hundred and fifty university freshmen took part in answering the questionnaire, and five students responded to the semi-structured interview questions. The results revealed that students at NLU frequently used reading strategies when they had reading lessons. Among reading strategies, cognitive strategies were used more frequently than metacognitive and socioaffective strategies. Based on the findings, several implications were made to contribute to teaching and learning reading skills.
number: /2023
CIT number: 0
Number of views: 720
The use of technology and applications in education has continued to increase over the last few decades, and many studies show the effectiveness of using technology in teaching and learning. The central question in the present research is how Vietnamese teachers and students use Google products, as a new technology solution, to transform teaching and learning as well as to motivate students’ learning. By selecting a public school in Ha Noi and a private school in Ho Chi Minh City with 31 teachers and 112 students, the present research investigated students’ and teachers’ attitudes toward using technology in the classroom as well as their practices using Chromebooks and Google Workspace for their teaching and learning activities. The results showed that both students and teachers had positive attitudes toward using technology in the classroom. One of the most important findings is that teachers and students find Chromebooks and Google Workspace for Education as valuable tools. Teachers expressed their interests in using Chromebooks mostly because Chromebooks consist of many applications that teachers can use for different purposes such as online teaching, assessment and classroom management. Within the scope of the pilot program, teachers also recognised that the use of Google Solutions have a positive effect on students’ learning. Students perceived that Chromebooks are great for their learning and they are willing to introduce Chromebooks to their friends. Using Google applications give students more opportunities to collaborate and communicate with their peers as well as to solve the problems during their learning. The result also shows that there are differences in students’ motivation to learn Math before and after the pilot program.
number: /2023
CIT number: 0
Number of views: 694
With the advancement of digital technology, online learning is no longer merely a potential learning method to enable a diverse range of learners’ access to education, but is increasingly becoming a crucial learning method at every school level. The majority of research problems and challenges regarding online learning stems from the question of how learners obtain and maintain positive learning motivation in online learning settings. This study seeks to examine the situational motivation of high school students enrolled in continuing education programs via online learning in Vietnam, thereby examining the differences by genders, groups, online learning duration, and online learning programs. The snowball sampling method was utilized, and the questionnaire was designed using the Google Forms tool. The data set for analysis includes 633 records collected between September 17 and October 10, 2021. The study’s findings investigated the situational motivation of continuing education learners in online learning in Vietnam, in which: Situational Motivation Scales varied in factors of Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation. In addition, the research findings indicate disparities of situational motivation in online learning between male and female learners, by school grades, by learning time, and by learning program. Firstly, the results reveal that there is a difference by gender and duration of online learning between three factors of Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation. Secondly, the results by school grades show differences in factors within the same grades as well as disparities across grades in the same factor. Third, the findings for SMS of learners enrolled in an online learning program suggest that there is a difference by subject in the same factor and a difference in a subject with various factors. Therefore, these findings are expected to provide critical evidence for academics studying learner motivation in general, and online learners in particular. Furthermore, the findings can help educators and teachers better understand the situational motivation of continuing education learners in the online learning environment, in order to have effective pedagogical and psychological measures in place to encourage effective online learning, increase the quality of online teaching and learning, and move learners toward self-determination.
number: /2023
CIT number: 0
Number of views: 894
Research and analyze the definitions of AI chatbots, the basic architecture of intelligent chatbots, international publications on the application of AI Chatbots in teaching, through the theoretical research method as a scientific basis to perfect AI chatbots scripting process in teaching. The focus of the study is also novelty, the author’s new contribution is through the study of the digitization of chemical databases, the compatibility between AI chatbots and the proposed content of chemistry teaching. From there, the process of building AI Chatbot scenarios in teaching subjects in general and chemistry in particular is proposed to contribute to the development of students’ self-study, self-control and self-discovery capacity. Thanks to this AI chatbot scripting process, with a new teaching medium, the new teacher is the AI chatbot virtual assistant, making teaching easier.
number: /2023
CIT number: 0
Number of views: 730
Virtual reality technology (VR) was growing strongly and applied in education in general and special education in particular. Many studies have shown the benefits of using virtual reality in the education of children with disabilities. By using experimental methods and case studies, the article presents in detail how to conduct as well as the results of 09 experimental sessions for 02 students with Attention Deficit – Hyperactivity Disorder (ADHD) in Hanoi. Experimental results show that both children showed improvement in concentration at the end of the sessions, but 09 training sessions are too short because each session lasts for only 7-20 minutes; therefore, it is not enough to conclude the progress for 02 children with ADHD. Hence, this study proposes that a longer experimental period is needed in combination with educational therapies for children with ADHD. Additionally, VRapeutic software also needs to be further improved in both quality and price adjustment in order to match with the Vietnamese context.
number: /2023
CIT number: 0
Number of views: 701
number: /2023
CIT number: 0
Number of views: 670
This study explored the experiences of 13 core teachers of Enhancing Teacher Education Program when supporting their peers to fulfill online learning courses via the learning management system. It used a qualitative and interpretive methodological approach through semi-structured interviews to investigate the forms and factors affecting peer support in online learning. Research findings showed two forms of peer support via online and offline modalities. Exploring enabling factors for peer support in online learning is a great support of local administrative agencies and school leaders, core teachers’ personal experiences and reputations. However, core teachers identified a number of challenges including the limited digital skills and low learning motivation of recipients, core teachers’ heavy workload, and unreasonable compensation. These research findings contribute to the knowledge of teacher professional development and put forward recommendations to improve the online training courses and the work of core teachers in Vietnam.