The English language

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The assessment of academic writing classes revealed that students' writing skills remained below the expected standard, demonstrating that essay writing remains a challenging skill for university students. This study explores the impact of integrating reading and writing, alongside the use of a reading checklist to assist students throughout the writing process.

9p vijiraiya 19-05-2025 5 1   Download

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.

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English as a foreign language (EFL) learners face various speaking challenges. Prior research has demonstrated that inadequate instructional methods and students' lack of motivation are the primary factors contributing to their low speaking competency. The use of scaffolding has received acclaim for its capacity to effectively engage a wide range of learners.

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Language abilities that complement one another include speaking and listening. This study used the team games-based language learning (TG-BLL) paradigm to assist students in developing their speaking and listening skills. English professionals verified the quality of the learning materials used in the design of this model, which included exercises and relevant learning resources.

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The concept of linguistic capital is pivotal within the sphere of sociolinguistics and has significant implications for the language learning process. Originating from Bourdieu's broader sociological framework which delineates various forms of capital—economic, social, cultural, and symbolic—linguistic capital specifically refers to the mastery of and facility with language that confers power and status within a given social sphere (Bourdieu, 1991).

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As our world continues to evolve and education reforms are in progress, teacher change has become a focal point of attention. Teachers need to adapt themselves to meet new demands. This study examines teachers' changes due to their engagement in professional development. The study involved thirty-two English as a foreign language teachers from two universities in the Mekong Delta, Vietnam.

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This research explores the difficulties encountered by non-English major students while getting ready for the VSTEP speaking test at a university in Vietnam. A total of fifty-two intermediate-level students, comprising 12 juniors and 40 seniors, took part in a survey evaluating their views on the test, challenges in preparation, and obstacles to performance.

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This study aims to explore the spaces for English practice deployed at this institution and teachers’ perceived constraints on such environments. This study drew on a critical analysis of language-related policies, annual internal reports and website posts, and interview data with 10 fulltime English teachers at the university.

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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.

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In this research, House's (1977) Translation Quality Assessment Model was applied to evaluate the Vietnamese translation of the novel "The Thorn Birds" by Trung Dung (2015), focusing on two dimensions: Dimensions of Language Use and Dimensions of Language User. This study illustrates steps in evaluating Trung Dung’s Vietnamese translation of “The Thorn Birds”, providing examples of mismatches and errors in comparing the source text and the target text.

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This study is an additional endeavor to re-emphasize the impact of the systemic functional linguistic genre-based approach (SFL GBA) on teaching English argumentative genres to the third-year English majors, batch 11, at Dong Nai University’s faculty of foreign languages, both in terms of their improved written performances and positive perceptions towards the teaching-learning cycle (TLC).

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The investigation examines this relationship through the lens of three fundamental learning domains: affective, cognitive, and behavioral learning. This paper seeks to contribute to the theoretical framework of teacher immediacy by drawing its connections with adult language education across existing research.

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This study investigates the quality of an English listening comprehension test administered to third-year students at a Vietnamese public university. The research uses SPSS statistical software to evaluate the test through descriptive statistics, reliability, and construct validity analyses. Results reveal that while the mean score indicates overall fair performance, the wide score distribution highlights inconsistencies in student achievement.

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This study examines the frequency and function of nominalisation in English scientific discourse (ESD) through an analysis of 33 texts in engineering, biology, medicine, pharmacy, chemistry, geography, history, physics, environmental science, business, and information technology.

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This study investigates the development of communicative competence in English for Occupational Purposes (EOP) classrooms at a university in Vietnam. Focusing on teachers' practices, the research explores how communicative competence is fostered using Communicative Language Teaching (CLT) principles.

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The current study aimed to investigate the effectiveness of using "Baamboozle" in enhancing student participation in EMI classes at a public university in Vietnam. Specifically, this study was conducted over ten weeks and used research tools including a questionnaire survey of 50 students and classroom observation.

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This study investigates how the Daily Dictation app helps students at a private institution who are non-English majors improve their English listening abilities. Although listening is an essential part of learning a language, it is always considered very challenging, particularly for non-English majors.

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