European Journal of English Language Teaching最新文献_第5页

ENGLISH TEACHERS’ SATISFACTION WITH THE QUALITY OF GENERAL ENGLISH PROFICIENCY TRAINING PROGRAM: THE CASE OF THE MEKONG DELTA, VIETNAM 英语教师对通用英语水平培训项目质量的满意度:以越南湄公河三角洲地区为例

European Journal of English Language Teaching Pub Date : 2022-11-29 DOI: 10.46827/ejel.v7i6.4576

L. Phượng, Le Thanh Thao

{"title":"ENGLISH TEACHERS’ SATISFACTION WITH THE QUALITY OF GENERAL ENGLISH PROFICIENCY TRAINING PROGRAM: THE CASE OF THE MEKONG DELTA, VIETNAM","authors":"L. Phượng, Le Thanh Thao","doi":"10.46827/ejel.v7i6.4576","DOIUrl":"https://doi.org/10.46827/ejel.v7i6.4576","url":null,"abstract":"Many policy changes in teaching and learning English in Vietnam have been implemented. To make those changes successful, the quality of English teachers is paid remarkable attention to by stakeholders. In particular, the quality of their teaching is said to be the determining factor in the success or failure of the changes. Since then, many professional development programs for English teachers have been implemented in Vietnam. This research explores Vietnamese teachers’ satisfaction with the effectiveness of a large-scale general English proficiency training program provided by MOET’s National Foreign Languages Project for school teachers in the Mekong Delta. Employing questionnaires with 174 school teachers in the Mekong Delta, the study sheds light on the main factors that these teachers perceive as crucial factors that influence the quality of the training program and their satisfaction. Findings from the survey reveal that the teachers were highly satisfied with the training program, and the critical factors impacting the training effectiveness included training materials, training duration, teaching and learning facilities, qualified trainers, and support from management. These findings provide a solid foundation for proposing an efficient model training program to effectively support English language teachers in the Mekong Delta to accomplish the required English proficiency level. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114700997","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

THE EXPLORATION AND PRACTICE OF INTEGRATING "FOUR SELF-CONFIDENCES" INTO IDEOLOGICAL AND POLITICAL EDUCATION OF COLLEGE ENGLISH CURRICULUM IN THE CONTEXT OF THE COVID-19 新冠肺炎背景下将“四个自信”融入大学英语思想政治教育课程的探索与实践

European Journal of English Language Teaching Pub Date : 2022-11-23 DOI: 10.46827/ejel.v7i6.4565

Yang Feng, Xiya Wang

{"title":"THE EXPLORATION AND PRACTICE OF INTEGRATING \"FOUR SELF-CONFIDENCES\" INTO IDEOLOGICAL AND POLITICAL EDUCATION OF COLLEGE ENGLISH CURRICULUM IN THE CONTEXT OF THE COVID-19","authors":"Yang Feng, Xiya Wang","doi":"10.46827/ejel.v7i6.4565","DOIUrl":"https://doi.org/10.46827/ejel.v7i6.4565","url":null,"abstract":"Patriotic education for college students is an important task in the education of various countries. This study conducted a 16-week patriotic and ideal education for college students in the context of Covid-19 prevention and control, and an exploration of the education model by integrating big data comparison of Chinese and foreign prevention and control in college English courses. Students in the experimental group were introduced to short videos related to Chinese and foreign news reports on the prevention and treatment of Covid-19 in the course, and carried out in-class thoughtful discussions and post-class sharing and discussions; students in the control group maintained their original study and life status. Post-test questionnaires and interviews revealed that most of the students in the experimental group realized that the necessity and success of China's epidemic prevention and control stemmed from the Chinese government's people-oriented approach and the advantages of the Chinese system and Chinese culture, which enhanced their self-confidence and pride in being Chinese and strengthened their \"four self-confidences\" in socialism with Chinese characteristics. More students combined their career aspirations with the modernization of China, significantly changed their learning attitudes and improved their motivation and academic performance. In contrast, students in the control group had no significant changes in the relevant post-test indicators compared with the pre-test because they maintained their original study and life status. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127442003","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

GRAMMATICAL ERRORS IN ACADEMIC WRITING OF ENGLISH SECOND-YEAR STUDENTS 英语二年级学生学术写作中的语法错误

European Journal of English Language Teaching Pub Date : 2022-11-17 DOI: 10.46827/ejel.v7i6.4547

Nguyen Trinh Minh Anh, Nguyen Hai Yen, Nguyen Thi Y Tho, Luong Minh Nhut

{"title":"GRAMMATICAL ERRORS IN ACADEMIC WRITING OF ENGLISH SECOND-YEAR STUDENTS","authors":"Nguyen Trinh Minh Anh, Nguyen Hai Yen, Nguyen Thi Y Tho, Luong Minh Nhut","doi":"10.46827/ejel.v7i6.4547","DOIUrl":"https://doi.org/10.46827/ejel.v7i6.4547","url":null,"abstract":"The study aimed to analyze the common grammatical errors of students in academic writing. Mixed-method research was implemented for this study. The study team gathered 110 essays from learners in the Writing Course 4 – Social Texts classroom. Then, the researchers conducted interviews with 23 learners in order to ascertain the reasons behind their grammatical errors in writing and provide suitable remedies. Participants in this research were second-year students majoring in English Studies in the Department of English Language and Culture's High-Quality Program at a Vietnamese university. The findings revealed that the errors that made up the biggest percentage of all errors were those involving the articles (25,5 %), prepositions (14,2%), and plural/singular forms (13,7 %). On the other hand, tenses (7%), passive voice (3,8%), and subject-verb agreement (1,7%) errors had the respective lowest percentages. The results of the interviews with 23 randomly selected students in this course showed that students struggled with academic writing on a number of different levels, with the root causes being a lack of vocabulary knowledge, carelessness, and uncertainty about basic grammatical structure. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131263561","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

DIFFICULTIES WITH WORD CHOICE IN ACADEMIC WRITING AND SOLUTIONS: A RESEARCH ON ENGLISH-MAJORED STUDENTS AT CAN THO UNIVERSITY, VIETNAM 越南芹苴大学英语专业学生学术写作中的选词困难及解决方法研究

European Journal of English Language Teaching Pub Date : 2022-11-15 DOI: 10.46827/ejel.v7i6.4543

N. Thuy, Huynh Pham Thien Anh, Nguyen Thi Thao Ngan, Nguyen To Tuong Vy, Nguyen Thi Tu Anh

{"title":"DIFFICULTIES WITH WORD CHOICE IN ACADEMIC WRITING AND SOLUTIONS: A RESEARCH ON ENGLISH-MAJORED STUDENTS AT CAN THO UNIVERSITY, VIETNAM","authors":"N. Thuy, Huynh Pham Thien Anh, Nguyen Thi Thao Ngan, Nguyen To Tuong Vy, Nguyen Thi Tu Anh","doi":"10.46827/ejel.v7i6.4543","DOIUrl":"https://doi.org/10.46827/ejel.v7i6.4543","url":null,"abstract":"Writing, especially academic writing, is highly valued in foreign language acquisition, particularly for English majors. Nevertheless, using academic terminology might be difficult for students still developing their academic language abilities. The purpose of this research is to understand students' difficulties in selecting appropriate words in academic writing and offer solutions to overcome such difficulties. The participants were 78 English majors (high-quality program, course 45) and three lecturers at the Department of English Language and Culture, School of Foreign Languages, Can Tho University. Questionnaires were used to measure their difficulties in word choice in academic writing and semi-structured interviews were utilized to find solutions. The results show that most participants had a basic knowledge of academic vocabulary, which was demonstrated through their ability to select the appropriate word choice. However, students found it difficult to choose the right words in their academic writing. The reasons are that academic words are not easy to remember and not successfully used in the context of the meaning of the word and do not have an effective method of learning academic vocabulary. Based on the results, several specific approaches have been proposed to help students find the most suitable strategies for learning and using academic vocabulary for their writing. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127572691","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

AN INVESTIGATION INTO THE USE OF COLLOCATIONS IN ACADEMIC ESSAYS OF ENGLISH-MAJORED STUDENTS OF THE HIGH-QUALITY PROGRAM AT CAN THO UNIVERSITY, VIETNAM 对越南芹苴大学高质量英语专业学生学术论文中搭配使用的调查

European Journal of English Language Teaching Pub Date : 2022-11-12 DOI: 10.46827/ejel.v7i6.4540

V. Hong, Truong Thi Tai Quyen, Tran Thi Thuy Nhu, L. T. M. Duyen, Trần Thị Ngọc Yến

{"title":"AN INVESTIGATION INTO THE USE OF COLLOCATIONS IN ACADEMIC ESSAYS OF ENGLISH-MAJORED STUDENTS OF THE HIGH-QUALITY PROGRAM AT CAN THO UNIVERSITY, VIETNAM","authors":"V. Hong, Truong Thi Tai Quyen, Tran Thi Thuy Nhu, L. T. M. Duyen, Trần Thị Ngọc Yến","doi":"10.46827/ejel.v7i6.4540","DOIUrl":"https://doi.org/10.46827/ejel.v7i6.4540","url":null,"abstract":"One of the main goals of language learners is to master all four skills of listening, speaking, reading and writing when it comes to their acquisition of the target language. However, during the process of learning English, learners inevitably face a variety of challenges related to their writing including grammatical errors, word choice, organization, idea development, and most importantly their difficulties in using collocations (Duong & Nguyen, 2021). Therefore, this study has been conducted to investigate the students’ use of English collocations in their academic essays associated with their difficulties so that appropriate pedagogical approaches and practices would be taken into consideration in order to help students improve their English collocational competences in academic writing. This descriptive study was carried out with 103 English-majored students of the High-quality program of the School of Foreign Languages at Can Tho University, Vietnam. A 5-point Likert scale survey with 18 questionnaire items was employed to examine the frequency of students' exposure to as well as their usage of English collocations, and their difficulties in using English collocations. The results of this study have shown that the most commonly used collocations in the students’ academic essays were ‘verb + noun’, and ‘adjective + noun’ lexical collocations. Additionally, the research outcomes have revealed that the types of English collocations that the students were more likely to make the most mistakes belonged to ‘verb + adverb’, and ‘adjective + noun’ lexical collocations. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131649098","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: 1

ANALYSIS OF THE POPULARITY OF VOCABULARY USED WHEN PERFORMING SPEAKING ACTIVITIES IN THE CLASS OF FIRST-YEAR ENGLISH LANGUAGE STUDENTS IN THE DIRECTION OF DISCOURSE ANALYSIS 从语篇分析的角度分析一年级英语学生在进行口语活动时词汇使用的流行程度

European Journal of English Language Teaching Pub Date : 2022-11-12 DOI: 10.46827/ejel.v7i6.4541

Ngoc Thao Dinh Tang, Minh Phu Pham, Thi Hong Gam Le, Nguyen Ngoc Phuong Truong, Phan Duy Minh Nguyen, Ba Tuong Pham

{"title":"ANALYSIS OF THE POPULARITY OF VOCABULARY USED WHEN PERFORMING SPEAKING ACTIVITIES IN THE CLASS OF FIRST-YEAR ENGLISH LANGUAGE STUDENTS IN THE DIRECTION OF DISCOURSE ANALYSIS","authors":"Ngoc Thao Dinh Tang, Minh Phu Pham, Thi Hong Gam Le, Nguyen Ngoc Phuong Truong, Phan Duy Minh Nguyen, Ba Tuong Pham","doi":"10.46827/ejel.v7i6.4541","DOIUrl":"https://doi.org/10.46827/ejel.v7i6.4541","url":null,"abstract":"Vocabulary learning is extremely important when learning a foreign language. Fluency in a language depends on vocabulary and its use in specific situations. Speaking well is using vocabulary flexibly and speaking fluently. Researching the popularity of vocabulary is analyzing the prevalence of vocabulary used by linguistics students in communication from discourse analysis. This is a topic the research team is working on. This project will help the researchers learn about common vocabulary that students often use to communicate outside or in the classroom. Thereby understanding whether the vocabulary that students use is diverse, rich, and for the right purpose or not. This study will help students have a more comprehensive view of the ways to use words in communication. In addition, it also helps students improve their communication vocabulary, helps in exams and can be useful for later work. In this study, the research team will investigate the students' ability to use spoken vocabulary, i.e., frequency and extent of vocabulary usage. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"212 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115785863","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

STUDENTS’ PERCEPTIONS OF ACTIVE LEARNING IN INTRODUCTION TO LITERATURE 学生对文学导论中主动学习的认知

European Journal of English Language Teaching Pub Date : 2022-11-03 DOI: 10.46827/ejel.v7i6.4516

Thien Trang Truong Le, Thuy Hoai Thi Phan, Thao Trang Pham, Huy P Phan

引用次数: 1

ENGLISH WRITING INSTRUCTION AND STRATEGIES AS PREDICTORS OF WRITING ANXIETY OF STUDENTS 英语写作指导与写作策略对学生写作焦虑的预测作用

European Journal of English Language Teaching Pub Date : 2022-10-30 DOI: 10.46827/ejel.v7i5.4510

Eutiquio M. Canada Jr., Tessie G. Miralles

{"title":"ENGLISH WRITING INSTRUCTION AND STRATEGIES AS PREDICTORS OF WRITING ANXIETY OF STUDENTS","authors":"Eutiquio M. Canada Jr., Tessie G. Miralles","doi":"10.46827/ejel.v7i5.4510","DOIUrl":"https://doi.org/10.46827/ejel.v7i5.4510","url":null,"abstract":"This study aimed to determine English teachers’ writing instruction and students’ writing strategies significantly predict students’ ESL writing anxiety. The working group for the present study, in which quantitative descriptive-predictive design was employed, included 271 first-year students enrolled in GE 2 subject at UM Digos College. The participants answered adopted standard questionnaires to quantify which dimension/s of English Teachers’ writing instruction and English students’ writing strategies significantly predict/s writing anxiety. The gathered data were analyzed and interpreted using the mean and standard deviation, Pearson-r, regression, and multiple linear regression. Regression analysis was used to predict the value of writing anxiety based on the value of writing instruction and strategies. Multiple linear regression was used to model the linear relationship between writing anxiety and writing instruction and strategies. The results revealed that teachers’ explicit writing instruction in teaching and students’ employment strategies in writing helped the learners lessen their writing anxiety. The findings corroborated the three domains for English writing instructions and English writing strategies: learning to write factual texts, learning to write formal and informal texts, and resourcing, significantly predict English writing anxiety. The findings obtained in this study suggest that the employment of effective instruction and strategies for students may alleviate anxiety and desirably perform various writing tasks in any particular genre. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123807647","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

INCORPORATING THE “DIZI GUI” INTO EFL CLASSROOMS FOR YOUNG LEARNERS: A STUDY ON SELF-REGULATION IN SECOND LANGUAGE ACQUISITION 将“笛子规”融入少儿英语课堂:第二语言习得中的自我调节研究

European Journal of English Language Teaching Pub Date : 2022-10-26 DOI: 10.46827/ejel.v7i5.4505

N. Thu

{"title":"INCORPORATING THE “DIZI GUI” INTO EFL CLASSROOMS FOR YOUNG LEARNERS: A STUDY ON SELF-REGULATION IN SECOND LANGUAGE ACQUISITION","authors":"N. Thu","doi":"10.46827/ejel.v7i5.4505","DOIUrl":"https://doi.org/10.46827/ejel.v7i5.4505","url":null,"abstract":"It is important to foster EFL young learners’ self-regulation in learning. This descriptive study investigates the effects of incorporating the Dizi Gui (Standards for being a good pupil and child) on EFL young learners’ self-regulation and discovers young learners’ attitudes towards the incorporation. A 51-item questionnaire was administered to 100 young learners at a center for foreign languages in a central city of Mekong Delta, and 6 of them participated in the semi-structured interviews. The quantitative data from the questionnaire were analyzed in terms of mean, while qualitative data from interviews were analyzed by the thematic analysis approach. Given the questionnaire mean score obtained of M=3.52, the results show that young learners self-regulate at an under-average level of frequency in their learning process. Interviewees expressed their agreements, preferences, and dislikes towards the incorporating of the Dizi Gui, as well as suggested more involving classroom activities. On the obtained findings, pedagogical implications are addressed, and suggestions for further research are presented. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"24 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":"127119981","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

THE EFFECTS OF THINK-ALOUD STRATEGY ON EFL YOUNG LEARNERS’ READING SKILL PRACTICE 有声思维策略对青年英语学习者阅读技能练习的影响

European Journal of English Language Teaching Pub Date : 2022-10-25 DOI: 10.46827/ejel.v7i5.4503

Lâm Hoàng Anh Thư, Trương Viên

{"title":"THE EFFECTS OF THINK-ALOUD STRATEGY ON EFL YOUNG LEARNERS’ READING SKILL PRACTICE","authors":"Lâm Hoàng Anh Thư, Trương Viên","doi":"10.46827/ejel.v7i5.4503","DOIUrl":"https://doi.org/10.46827/ejel.v7i5.4503","url":null,"abstract":"Think-aloud is described as a strategy in which students verbalize their thoughts while they read. This strategy is used to help students monitor their own thinking and comprehend the text. This current study aimed to examine the effects of the think-aloud strategy on EFL young learners’ reading skill practice and identify their attitudes towards the think-aloud strategy used by the teacher in teaching at a foreign language center in Can Tho city (Southern Vietnam’s Mekong Delta region). This study was experimental research using both quantitative and qualitative approaches. The quantitative approach was used to investigate the effects of the think-aloud strategy on young learners’ reading skill practice while the qualitative data was collected to understand the young learners’ attitudes towards the use of the think-aloud strategy in teaching and learning reading skills. Pre-test, post-test, and semi-structured interviews were used to collect the data. The study was conducted with one group of participants. The participants included 25 students who were at the age of 10-12 years old. The results from the pre-test and post-test showed that there was a significant difference in the students‘ reading comprehension performance after the intervention. Thus, the think-aloud strategy has a great impact on the improvement of students’ reading comprehension. Besides, there was no difference in reading comprehension achievement between males and females before and after the treatment. Especially, the results from the semi-structured interview revealed that all students had positive attitudes towards the think-aloud strategy. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127603628","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