International Journal of TESOL & Education最新文献_第4页

Integrating 21st Century Skills into Translation Classroom from Students' Perspective 从学生的角度看21世纪技能融入翻译课堂

International Journal of TESOL & Education Pub Date : 2023-01-03 DOI: 10.54855/ijte.23315

Thi Mai Tran

{"title":"Integrating 21st Century Skills into Translation Classroom from Students' Perspective","authors":"Thi Mai Tran","doi":"10.54855/ijte.23315","DOIUrl":"https://doi.org/10.54855/ijte.23315","url":null,"abstract":"First coined in the 1980s and instantly redefined ever since, the term \"21st-century skills\" has transformed education around the world. In their effort to best prepare students to become successful global citizens, teachers have integrated the teaching of 21st-century skills into their classrooms. However, research into how students perceive and incorporate these skills in their learning of such subjects as translation is not as so rigorous. Therefore, this study is aimed at bridging this gap. The research was conducted based on the Partnership for 21st Century Skills (P21) framework. A combination of survey questionnaires from 80 university juniors studying Translation 2 at Van Lang University and 10 interviews with them helped provide data for analysis. The results showed that among the skill sets (P21, 2013), most students gave preference to collaboration, critical thinking, and Information and Communication Technologies (ICT) literacy. They also shed some light on what hindered them from developing certain skills in their translation learning. The research, finally, suggests some possible adaptations in syllabus design and teaching approaches that can boost students' 21st-century skills while nurturing future qualified translators.","PeriodicalId":196814,"journal":{"name":"International Journal of TESOL & Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131239873","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: 2

A Questionnaire Survey on Hoa Sen University Students’ Positive and Negative Achievement Emotions in Learning 华森大学学生学习中积极与消极成就情绪的问卷调查

International Journal of TESOL & Education Pub Date : 2022-12-20 DOI: 10.54855/ijte.23313

Thi My Phuong Vo, Duc Anh Nguyen

{"title":"A Questionnaire Survey on Hoa Sen University Students’ Positive and Negative Achievement Emotions in Learning","authors":"Thi My Phuong Vo, Duc Anh Nguyen","doi":"10.54855/ijte.23313","DOIUrl":"https://doi.org/10.54855/ijte.23313","url":null,"abstract":"Achievement emotions are defined as emotions that are directly linked to achievement activities or achievement outcomes. Achievement emotions are very important in the learning process because they can affect learning performances and learning outcomes. This study was carried out with the intention of examining the types of emotions that students experience and the affective factors related to achievement emotions. In the current study, three positive emotions, including enjoyment, hope, and pride, and three negative ones, including anger, anxiety, and boredom, are examined using an adapted version of the Achievement Emotions Questionnaire by Pekrun (2002). Students' emotional experiences are studied in learning-related achievement situations at university. Three hundred eighty students currently attending Hoa Sen University participated in the study. The results reveal that the students have a moderate and high level of positive and negative emotions. In addition, there is a significant difference in students' level of positive achievement emotions in terms of gender, hometown, and major and negative emotions in terms of hometown. Moreover, in-depth interview results reveal that most of the problems which lead to negative emotions are related to individual students. From the results, some educational implications are drawn to help minimize learners’ negative emotions and foster their positive emotions.","PeriodicalId":196814,"journal":{"name":"International Journal of TESOL & Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126991841","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

Factors Affecting Learner Autonomy in Tertiary Level English Learning: A Study at Van Lang University 影响高等教育英语自主学习的因素:范朗大学的研究

International Journal of TESOL & Education Pub Date : 2022-12-20 DOI: 10.54855/ijte.23311

Thi Bich Tram Tran, Tuyet Kha Vuong

引用次数: 5

Revisiting Lifelong Learning and Its Practices in Vietnam 重新审视终身学习及其在越南的实践

International Journal of TESOL & Education Pub Date : 2022-12-20 DOI: 10.54855/ijte.23314

T. K. Phan

引用次数: 1

English as a Global Language: An Exploration of EFL Learners’ Beliefs in Vietnam 英语作为一种全球语言:越南英语学习者信仰的探索

International Journal of TESOL & Education Pub Date : 2022-12-20 DOI: 10.54855/ijte.23312

Cong Khanh Ly

引用次数: 3

An analysis of the modulation system in Vietnamese from a systemic functional perspective and some suggestions for legal translation 从系统功能的角度分析越南语的调制制度及对法律翻译的建议

International Journal of TESOL & Education Pub Date : 2022-11-16 DOI: 10.54855/ijte.22258

Thi Nhat Linh Nguyen, Tuan Ly Phan

{"title":"An analysis of the modulation system in Vietnamese from a systemic functional perspective and some suggestions for legal translation","authors":"Thi Nhat Linh Nguyen, Tuan Ly Phan","doi":"10.54855/ijte.22258","DOIUrl":"https://doi.org/10.54855/ijte.22258","url":null,"abstract":"Systemic Functional Grammar (hereinafter referred to as SFG) is a linguistic area that has attracted numerous attention from linguistic scholars in Vietnam and worldwide. In this paper, we focus on Modulation analysis in Vietnamese, including Obligation and Inclination, from a Systemic Functional perspective. The qualitative research methodology will be applied to explore the aspects of Modulation in Vietnamese. The descriptive language method is mainly employed in this article to investigate the Modulation system in Vietnamese from the SFG viewpoint. The data for the investigation of Vietnamese Modulation was collected from formal online newspapers in Vietnamese. The data for the recommendation for legal translation was the Singapore Companies Act. The results of the study showed that the Modulation system in Vietnamese is composed of two categories: Obligation and Inclination. Regarding Obligation, it consists of four subcategories: necessity, Obligation, permission, and expectation. As for inclination, it includes Intention and Willingness. Then the results of the study will be employed to make some suggestions for legal translation in Viet Nam context.","PeriodicalId":196814,"journal":{"name":"International Journal of TESOL & Education","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116109127","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

Commitment to Core Values in Professional Development in ELT Contexts: A Case Study 英语教学背景下专业发展的核心价值承诺:个案研究

International Journal of TESOL & Education Pub Date : 2022-11-10 DOI: 10.54855/ijte.22257

D. Nguyen

引用次数: 1

Using English Discourse Markers to Enhance Speaking Skills: A Case Study at Van Lang University 运用语篇标记提高英语口语表达能力——以范朗大学为例

International Journal of TESOL & Education Pub Date : 2022-11-05 DOI: 10.54855/ijte.22256

Phu Sy Truong

{"title":"Using English Discourse Markers to Enhance Speaking Skills: A Case Study at Van Lang University","authors":"Phu Sy Truong","doi":"10.54855/ijte.22256","DOIUrl":"https://doi.org/10.54855/ijte.22256","url":null,"abstract":"Vietnamese learners of English have paid little attention to English discourse markers (DMs) although DMs play a significant role in the speech of native English speakers. Furthermore, few studies of DMs used by Vietnamese learners have been carried out. This research aims at identifying the participants’ perceptions of making use of DMs in conversational English and the ways they apply DMs in English conversations as the initial stage to prepare them for a plan of action that could fill the research gap. By means of audio recordings and questionnaires conducted in an English major class of 30 first-year students at Van Lang University (VLU), this research discovers that most of the participants acknowledge the vital roles of DMs in conversational English, such as facilitating general communication and indicating the speaker’s attitude. The research also finds that a plurality of the students is very limited in their use of DMs when making conversations. Therefore, as a recommendation, speaking courses should include DMs instructions. These results make a contribution to more studies on how to instruct DMs in conversational English so that the English-speaking skills of the students at VLU could be enhanced.","PeriodicalId":196814,"journal":{"name":"International Journal of TESOL & Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130604386","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

Applying Writing Feedback Orientation and Self-Regulated Learning Writing Strategies to EFL Students at Van Lang University During COVID-19 新冠肺炎期间范朗大学英语学生写作反馈导向和自主学习写作策略的应用

International Journal of TESOL & Education Pub Date : 2022-10-26 DOI: 10.54855/ijte.22255

Ngoc My Tran, Thi Kim Hong Le, Le Uyen Vu, Hoangha Dao

{"title":"Applying Writing Feedback Orientation and Self-Regulated Learning Writing Strategies to EFL Students at Van Lang University During COVID-19","authors":"Ngoc My Tran, Thi Kim Hong Le, Le Uyen Vu, Hoangha Dao","doi":"10.54855/ijte.22255","DOIUrl":"https://doi.org/10.54855/ijte.22255","url":null,"abstract":"The main purpose of this study is to investigate the relationship between Writing feedback orientation (WFO) and self-regulated learning (SRL) Writing L2 strategies in online teaching during COVID-19. 200 EFL students from Van Lang University in Vietnam were recruited to participate in this study from a variety of courses (98 first-year students and 102 second-year students), using the questions from Jian Xu's study as a guide (2021). Data from this study are examined using qualitative, quantitative, and theoretical studies methodologies. Evidence from experiments has been gathered and categorized a number of guidelines that students follow when exercising in writing with a focus on feedback and self-controlled learning Writing techniques to develop their writing abilities. The findings revealed that EFL students had developed an optimistic response toward written corrective feedback (WCF), which is related to SRL strategies; at the same time, the teachers' and students' online interactions are also associated with teachers' feedback, which has created a confident academic online space for students accomplishing further tasks during COVID-19.","PeriodicalId":196814,"journal":{"name":"International Journal of TESOL & Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128712938","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: 5

Preparedness for Online Learning in the Context of Monkeypox Virus: A Literature Review 猴痘病毒背景下在线学习的准备:文献综述

International Journal of TESOL & Education Pub Date : 2022-10-06 DOI: 10.54855/ijte.22252

Islam Asim Ismail, Laila K A Dawoud

{"title":"Preparedness for Online Learning in the Context of Monkeypox Virus: A Literature Review","authors":"Islam Asim Ismail, Laila K A Dawoud","doi":"10.54855/ijte.22252","DOIUrl":"https://doi.org/10.54855/ijte.22252","url":null,"abstract":"There are rising concerns about understanding the future effects of the Monkeypox virus on all life aspects, one of which is education. The authors argue that the old outbreak of covid-19 has changed teaching forever. The educational process had been changed dramatically, and policymakers have focused on e-learning, whereby education is undertaken remotely on online learning platforms such as Zoom, WhatsApp, and Microsoft Teams. To understand the possible effect of Monkeypox on education, the authors rely on secondary data published recently regarding the same by research scholars, health centres, and international organizations to create a comprehensive discussion. A planned comparison shows that the classroom starts losing its monopoly on the environment of the learning process. Recent theoretical developments have revealed that shifting to online learning is not a concern because it escalates the retention of information. Furthermore, the effect of Covid-19 on the educational process has been made here to stay for the long run. Having this in mind, all educational institutions and related parties, such as teachers, students, ministries of education, and policymakers, already have enough experience to cope with any unexpected change in the learning process. Thereupon, the Monkeypox virus will not affect the educational process significantly like in the past three years, i.e., 2020, 2021, and 2022.","PeriodicalId":196814,"journal":{"name":"International Journal of TESOL & Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133198581","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: 3

International Journal of TESOL &amp; Education最新文献

International Journal of TESOL & Education最新文献