Proceedings of the 4th Conference on Language Teaching and Learning最新文献_第3页

Investigation of Season Metaphors from the Perspective of Cognition: Season as Space 从认知视角看季节隐喻:季节即空间

Proceedings of the 4th Conference on Language Teaching and Learning Pub Date : 2022-06-19 DOI: 10.21467/proceedings.132.18

Sy Thi Thom

引用次数: 0

A Corpus-Based Study: EFL College Students Using COCA to Improve Lexical Usage in Written Production 基于语料库的英语大学生使用COCA提高书面生产中的词汇使用

Proceedings of the 4th Conference on Language Teaching and Learning Pub Date : 2022-06-19 DOI: 10.21467/proceedings.132.16

N. Thảo

引用次数: 0

Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation 影响非英语专业大学生英语课堂参与度的因素:一项调查

Proceedings of the 4th Conference on Language Teaching and Learning Pub Date : 2022-06-19 DOI: 10.21467/proceedings.132.8

Uyen Tran Tu Nguyen, Yen Hoang Pham, Thanh Thanh To

{"title":"Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation","authors":"Uyen Tran Tu Nguyen, Yen Hoang Pham, Thanh Thanh To","doi":"10.21467/proceedings.132.8","DOIUrl":"https://doi.org/10.21467/proceedings.132.8","url":null,"abstract":"Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.","PeriodicalId":182460,"journal":{"name":"Proceedings of the 4th Conference on Language Teaching and Learning","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122308619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Utilization of Smartphones in English Teaching and Learning at Nghe an University of Economics 智能手机在义安经济学院英语教学中的应用

Proceedings of the 4th Conference on Language Teaching and Learning Pub Date : 2022-06-19 DOI: 10.21467/proceedings.132.4

Nguyễn Văn Thùy

引用次数: 0

An Investigation into the Influences of Anxiety in Non-English Major Tertiary Learners’ Willingness to Communicate Orally in Vietnamese EFL Classrooms 越南英语课堂中焦虑对非英语专业大学生口语交流意愿的影响研究

Proceedings of the 4th Conference on Language Teaching and Learning Pub Date : 2022-06-19 DOI: 10.21467/proceedings.132.7

H. Oanh

{"title":"An Investigation into the Influences of Anxiety in Non-English Major Tertiary Learners’ Willingness to Communicate Orally in Vietnamese EFL Classrooms","authors":"H. Oanh","doi":"10.21467/proceedings.132.7","DOIUrl":"https://doi.org/10.21467/proceedings.132.7","url":null,"abstract":"This paper scrutinized the impact of foreign language anxiety on tertiary Vietnamese students’ willingness to communicate orally in EFL classrooms. The study had two research questions: 1) Which is the most common type of foreign language anxiety experienced by non – English tertiary Vietnamese students in EFL classrooms, and 2) What is the correlation between foreign language anxiety and Vietnamese students’ willingness to communicate orally in EFL classrooms. The data was collected from 176 non-English major tertiary students learning in a public university in Ho Chi Minh City by facilitating the Willingness to communicate Scale and Foreign Language Anxiety Scale. The study’s results analyzed in a quantitative descriptive approach indicated that communication apprehension was the most common type of anxiety experienced by the students in the English learning process. The study found that language anxiety negatively correlated with willingness to speak. It means the students were more anxious, they could not engage in the in-class communicative activities, which might affect their academic performance. The present paper hopes to provide educators and school managers who might encourage students’ readiness to join speaking activities in Vietnamese EFL classrooms with a comprehensive understanding of the influence of foreign language anxiety on students’ willingness to communicate.","PeriodicalId":182460,"journal":{"name":"Proceedings of the 4th Conference on Language Teaching and Learning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122518406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher and Peer Supports on EFL Learners’ Autonomy 教师和同伴支持对英语学习者自主性的影响

Proceedings of the 4th Conference on Language Teaching and Learning Pub Date : 2022-06-19 DOI: 10.21467/proceedings.132.6

Thach Thi Quyen

{"title":"Teacher and Peer Supports on EFL Learners’ Autonomy","authors":"Thach Thi Quyen","doi":"10.21467/proceedings.132.6","DOIUrl":"https://doi.org/10.21467/proceedings.132.6","url":null,"abstract":"The role of teacher and peer autonomy support place great importance on boosting learners' autonomy. Meanwhile, the first agent enables students to gain the feeling of acceptance and confidence, the second one supports them to deal with challenging tasks. This current research was carried out to dip into such social agents on learners’ autonomy with three main objectives. The purpose of this study is to dip into such social agents on learners’ autonomy with three main objectives. Firstly, the role of teacher autonomy support was examined. Secondly, the role of peer autonomy support was also investigated. Lastly, the role from which side more important in enhancing EFL learners' autonomy was analyzed. A survey through distributing a questionnaire was used to collect data of 58 adolescent participants from three classes, whose age ranges from 12 to 15 years old and whose English level is intermediate in a language center in Binh Tan District, Ho Chi Minh City. The findings revealed that both social supports played a significant role in promoting EFL learners' autonomy. However, teacher autonomy support appeared to be more important than the other. Such roles were deeply acknowledged, as teachers, we can provide students with necessary supports by applying different teaching practices or supplying suitable materials. Cultural aspects and psychological development stages need to be taken into teachers’ consideration to understand students’ behaviours in the classroom. Moreover, the role of peer is also vital to promote learners’ autonomy, which partly makes mixed ability groups become a suitable way in the class discussion.","PeriodicalId":182460,"journal":{"name":"Proceedings of the 4th Conference on Language Teaching and Learning","volume":"80 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123219220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Study on the use of Technology in Translation by HUFI English-majored Students 我校英语专业学生在翻译中的技术运用研究

Proceedings of the 4th Conference on Language Teaching and Learning Pub Date : 2022-06-19 DOI: 10.21467/proceedings.132.28

Nguyen Thụy Ngọc Truc

引用次数: 0

A Survey on Student’s Application for Using Smartphones in Learning at HCM City University of Food Industry 胡志明市食品工业学院学生使用智能手机学习情况调查

Proceedings of the 4th Conference on Language Teaching and Learning Pub Date : 2022-06-19 DOI: 10.21467/proceedings.132.29

Pham Thi Quynh Nhu

引用次数: 0

Strategies for Learning English Vocabulary used by Students in Ho Chi Minh City 胡志明市学生英语词汇学习策略

Proceedings of the 4th Conference on Language Teaching and Learning Pub Date : 2022-06-19 DOI: 10.21467/proceedings.132.24

Mai Thi Hong Hanh

引用次数: 0