Tổng hợp tài liệu Dụng học tiếng Anh hay, chuẩn chuyên ngành
Thư viện tài liệu Dụng học tiếng Anh là trung tâm lưu trữ các học liệu chuyên ngành, từ những bài nghiên cứu kinh điển đến các tạp chí ngôn ngữ học hiện đại. Khác với các kho bài tập hay đề thi, thư viện này tập trung vào việc cung cấp chiều sâu lý thuyết và các bằng chứng thực nghiệm về cách con người sử dụng ngôn ngữ để tạo ra ý nghĩa trong giao tiếp. Đây là kho tàng tri thức giúp sinh viên không chỉ dừng lại ở việc hiểu bề nổi của môn học mà còn có thể khai phá những khía cạnh phức tạp hơn của dụng học trong xã hội đương đại.
An investigation into TOEIC vocabulary learning among non-English major students at University of Economics Technology for Industries
This study investigates the vocabulary learning practices of 50 non-English major university students, focusing on their study frequency, preferred learning methods, and perceived effectiveness. The findings reveal that only 15 out of 50 students engage in self-study at home, with 6 students maintaining a daily learning routine.
Lexicological challenges confronted by students major in legal English
Legal English is characterized by complex vocabulary, including derivational, semantic, and syntactic challenges, as well as the cultural and historical nuances embedded in legal terminology. This study investigated the challenges faced by legal English major students learning legal English, particularly focusing on legal lexicology.
Exploring the impacts of grammar gamification on adult students learning English linguistics as a second degree at a Vietnamese university
This study examines how gamification in grammar instruction affects motivation of adult learners in Vietnamese continuing education programs, concentrating on game features that motivate learning. Two-stage qualitative research was used: narrative frames and semi-structured interviews.
Insights into peer support in English language learning: EFL students' perspectives
The objective of this qualitative research is to investigate the intricate role that peer support plays in enhancing the outcomes of English language acquisition. The study conducts in-depth interviews with six students to EFL students' perspectives of peer support in English language learning.
Applying the Nearpod platform in designing exercises to improve English grammatical competence for high school students
Grammar acquisition remains a challenge for many EFL learners, necessitating innovative approaches to enhance learning effectiveness. This study investigates the impact of using the Nearpod platform on improving high school students' grammatical competence. A quasi-experimental design with sampling was selected, including 40 students of class 10A7 at Ngo Quyen High School.
Factors affecting Vietnamese EFL teachers' integration of ICT in English language teaching: A qualitative inquiry
This qualitative study scrutinize scommon factors influencing ICT integration among university-level EFL teachers in a Vietnamese context. Drawing on semi-structured interviews with six instructors, this study identified four primary determinants: teachers' attitudes toward ICT integration, digital literacy, technological infrastructure, and institutional support.
The significance of teaching English collocation in the interpretation classes from students' perception at Nam Can Tho University
From the viewpoint of the students, this study investigates the importance of teaching English collocations in interpretation classes. The purpose of this study is to determine the difficulties students encounter and how they perceive the current teaching approaches, given the critical role collocations hold in attaining fluency and correctness in interpretation.
Learning autonomy demonstrated in English as an additional language: Vietnamese students’ perspectives
This paper reports the findings about students’ perceptions of LA from an empirical study on Vietnamese English language teachers’ and students' perspectives on LA in EAL programs to develop a context-sensitive understanding of the concept.
Formative assessment in English language classes
Formative assessment is a pivotal educational practice that has drawn the attention of researchers and educators worldwide. It serves as a teaching tool for both teachers and students to increase the efficiency of the learning process. This study aims to examine the theory of formative assessment and then offer some activities related to formative assessment for language teachers to apply in their classes.
Differentiated instruction as a teaching approach for mixed-ability EFL classes at Vietnamese universities
This paper aims to find out what DI is and explore its benefits and challenges as a teaching approach for mix-level EFL classrooms, and thereby discussing its prospective application in the context of Vietnamese universities.
Community service learning activities for pre service English teachers at Quy Nhon University
The study was conducted to explore the awareness, level of participation, and experiences of pre-service teachers of English in 03 Community Service Learning (CSL) activities at Quy Nhon University, namely Green Summer Activitiy, Peer-Teaching Activity, and Teaching Assistant Activity.
Using Google Forms as a tool to review and evaluate English grammar knowledge at Hong Bang International University
This study aims to explore the opinions of HIU students about the Google Form tool in reviewing and testing English Grammar knowledge. The research team used qualitative and quantitative methods to collect data from 94 first-year students of the English Language Department of Hong Bang International University
Translanguaging in English teaching in higher educaon
Recently, whether to use translanguaging in teaching English has received great aenon from language researchers and language teachers all over the world. This critical review aims to systematically synthesize literature on the use of translanguaging in teaching English in higher education.
English-majored students’ perceptions of learning grammar with task-based language teaching (TBLT)
This study intends to investigate the task-based language teaching (TBLT), known for its effectiveness in English Language Teaching (ELT) to improve students' communicative English skills. The study also aims to get insights into students' perspectives on learning grammar through Task-Based Language Teaching (TBLT).
A study on effectiveness of inductive method in teaching grammar to the first year non-English major students at Thai Nguyen University of Sciences
The object of the research is 60 first-year non- English language major students at Thai Nguyen University of Sciences. The students were randomly divided into 2 groups (experimental group and control group), each group consisted of 30 students.
The use of online educational game applications in teaching English grammar at Binh Tri 2 primary school
This study investigates the use of online educational game applications in teaching English grammar at Binh Tri 2 Primary School. The participants of the study were 64 fifth grade students and six teachers. A mixed-method design was used in this study to collect quantitative data via questionnaire for students and qualitative data via semistructured interview for English teachers.
An investigation into vocabulary learning strategies employed by English major students at the School of Foreign Languages, Thai Nguyen University
The study was conducted with the participation of 150 first-year and second-year English major students at the School of Foreign Languages, Thai Nguyen University. The results of the study indicate that all the vocabulary learning strategies listed in the questionnaire were used by the participants.