Journal Articles - Educational and Pedagogy - 2020

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http://repository.vlu.edu.vn:443/handle/123456789/104

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Browsing Journal Articles - Educational and Pedagogy - 2020 by Author "Nguyen Ngoc Hoang Vy"
  • Publication
    The Effects of Using Games on EFL Students’ Speaking Performances
    ( 2019)
    Pham Vu Phi Ho
    ;
    Nguyen Minh Thien
    ;
    Nguyen Thi My An
    ;
    Nguyen Ngoc Hoang Vy
    This study investigated the effects of employing games on students’ speaking performances in the classroom. 74 non-English major students, 36 students from the Tourism and Travel Management and 38 from the Office Management major from Tra Vinh University, participated in the study. The control group was trained with the methods of P-P-P (presentation, practice, and production) while the experimental group was trained with the same process but using selective games in the learning processes. Data collection was from the pre- vs. post-tests, questionnaire and interviews for analysis. The findings revealed that using games in the speaking classrooms, the students were motivated in the learning process and their speaking skills improve remarkably. The current study suggested teachers in the research context to apply gaming activities as an effective method to improve students’ participation in the learning processes.
  • Publication
    The Practical Perceptions of Vietnamese Lecturers and Students Towards Written Peer Feedback
    ( 2020)
    Pham Vu Phi Ho
    ;
    Nguyen Minh Thien
    ;
    Ho Huyen Ly
    ;
    Nguyen Ngoc Hoang Vy
    Research studies have shown the benefits of employing written peer feedback (WPF) in classrooms around the world. However, implementing it appropriately in the classrooms is not consistent in the context of universities in Vietnam. The current paper explored the extent to which WPF had applied in the academic writing English classrooms at a university in Vietnam and the practical perceptions of the lecturers and students on this issue. 338 out of 996 students and three lecturers were participated to respond to the survey questionnaire and interviews for analysis. The study revealed that though WPF was carried out in most academic writing classrooms, the implementation was not sufficient to take full benefits of this kind of activity. The students were not sufficiently trained to use this activity appropriately. However, the students obtained highly positive perceptions towards the use of WPF in the classrooms because it provided students opportunities to learn from each other and improve their writing outcomes