Dòng Nội dung
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How schoology facilitates EFL learner autonomy in writing practice / Truong Le Bao Nhi, Tran Quang Ngoc Thuy // Tạp chí Khoa học Ngôn ngữ và Văn hóa : Journal of inquiry into languages and cultures . - 2020. - . - ISSN: 2525-2674



Ký hiệu phân loại (DDC): 371.33425
This research investigates how Schoology can facilitate students to apply autonomous learning skills in writing practice, and finds out what student desire in a writing course on Schoology to improve learner autonomy (LA). Participants of the research included 60 grade-10 students who experienced practicing writing skill on Schoology during the first 26 periods of a semester. Questionnaire and individual interview were employed to collect data, which were then analyzed quantitatively and qualitatively. The findings show that Schoology could enable improvement of LA in writing practice by providing the students with an interactive community to voice their ideas, individualizing their learning, helping them to track their learning, and offering other facilitating activities. On the other hand, some minor challenges including encountering technical problems, having insufficient knowledge of using online learning platforms, lacking persistence, and being overwhelmed with core subjects were conducive to passive learning of several students on Schoology. To achieve better outcomes for the next course on Schoology, most of the students expected to have a larger number of learning references, writing tasks, recommendations on writing samples, and frequent teachers’ feedback and encouragement on their writings.
 Số bản sách: (0) Tài liệu số: (1)
2
Teachers’ Use Of Phonics Instruction In Teaching Reading To Young English Learners / Tran Ngoc Ly, Tran Quang Ngoc Thuy // Tạp chí Khoa học Ngôn ngữ và Văn hóa : Journal of inquiry into languages and cultures . - 2021. - p. 280-291. - ISSN: 2525-2674



Ký hiệu phân loại (DDC): 428
This study aims to investigate the views of the English primary school teachers about phonics instruction and their in-class practices of phonics instruction in teaching reading. A questionnaire, class observations and interviews were used to collect data, with a sample of 27 teachers from seven primary schools in a city in Central Vietnam. The data were analyzed, synthesized and interpreted both quantitatively and qualitatively. The findings showed that most of the teachers recognized the important role of phonics instruction in teaching reading to young English learners. However, teachers’ knowledge of phonics was a questionable matter as many of them were conflicted when talking about aspects of phonics. In classroom practice, phonics instruction was hardly employed by the observed teachers due to many reasons including teachers’ lack of skills and knowledge of phonics, large size classes and limited teaching time, teachers’ doubt of teaching methods’ effects, and heavily implemented curriculum.
 Số bản sách: (0) Tài liệu số: (1)