Tác giả: Lê Khánh Toàn; PGS. TS. Trịnh Quốc Lập (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2018.

Mô tả: 54Tr, kích thước: 30cm. Số định danh: 428 / T406. Vị trí: Phòng đọc.

Research aims:

Concerning the challenges mentioned regarding second language writing pedagogy and the weight of relevant theories and studies on the positive relationship between the teachers’ use of direct and indirect feedback and learners writing performance on argumentative essay, the present study aims to investigate:

- The effects of teachers’ direct and indirect feedback on the learners' argumentative essays in terms of content, spellings and grammar;

- The learners’ attitudes towards the teacher’s use of direct and indirect feedback in teaching writing English argumentative essays.

Tác giả: Lê Thị Thùy Phương; TS. Nguyễn Đình Thu (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2018.

Mô tả: 63Tr, kích thước: 30cm. Số định danh: 428.3 / Ph561. Vị trí: Phòng đọc.

Research aims:

With the aims to helping EFL grade-5 students at An Minh primary school improve their oral performance and become more interested in learning English speaking, the specific research objectives of the study are:

- To investigate the effects of storytelling on EFL oral performance of the primary schoolers at An Minh Primary School in Kien Giang province;

- To examine EFL grade-5 students’ attitudes towards storytelling.

Tác giả: Nguyễn Thị Mỹ An; PGS. TS. Phạm Vũ Phi Hổ (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2018.

Mô tả: 53Tr, kích thước: 30cm. Số định danh: 428.3 / A105. Vị trí: Phòng đọc.

Research aims:

This research is carried out to find out non- English majors students’ learning English speaking skill at Tra Vinh University from students and teachers’s point of views. Then, some solutions will be generated from the teachers to overcome the problems and provide some suggestions, implications for the improvement of speaking teaching by using games.

Tác giả: Nguyễn Thị Tuyết Nhung; TS. Nguyễn Thu Hương (người hướng dẫn khoa học).

Trường Đại Cần Thơ. Năm: 2015. Mô tả: 74Tr. Kích thước: 30cm. Số định danh: 428.2407 Nh513. Vị trí: Phòng đọc.

Tóm lượt:

With respect to the important role of writing assessment forESL/ EFL students,numerous educators and teachers have investigated various dimensions of writingassessment, especially designing writing assessment tasks and scoring writing papers.As an effort to contribute to enriching empirical evidence in the field, this researchaimed at exploring perceptions and practices of lecturers towards writing assessmentof first-and second-year English major students. This paper also aimed to find out acorrelation of lecturers’ perceptions with their practices of writing assessment. Bothquantitative and qualitative methods including questionnaires and interviews forcollecting the data were used in the study. Twenty-eight lecturers (9 males and 19females) teaching academic writing for English major students infouruniversitieslocated in the Mekong Delta participated in this study. Major findings of the studyindicated that the participants had a positive perception towards the basic issues indesigning writing assessment tasks and analytic scoring method. In addition, the studyfound out the correlation between lecturers’ perceptions and practices of the basicissues in designing task and analytic scoring method, but there was no correlationbetween their perceptions and practices of holistic scoring method. The interview datasupported the questionnaire’s findings. Based on the study’s findings, discussions andpedagogical implications and recommendations were also made.