294.3855246 - Số nội bộ: 232
lrc@tvu.edu.vn
Liên hệ:
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Tác giả: Nguyễn Văn Son; TS. Nguyễn Huỳnh Trang (người hướng dẫn). |
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Mục tiêu nghiên cứu: When talking about self-assessment, Falchikov (as cited in Topping, 2010) found that younger students seemed to be less reliable when working on their own. Better students tended to undermark their work and average ones tended to overmark themselves. Therefore, this study attempted to address this problem and is based on the idea of student-centered instruction and it has come to the investigation of peer’s value in pair and group work so that peer feedback is maximized. When applying peerfeedback, the classroom teacher sees each individual’s work as a process not a product and this process has to be scaffolded by either their teacher or classmates. This view is also about true learning, which means learning happens when they have something to show or something to remind each other; something they can share, think carefully to contribute to the accomplishment of work. After this process, it can be affirmable that they would have a more accomplished product with appropriate strategies. When this view of peer-feedback is fostered, more advantages can be seen. When working in pairs or groups, students feel more secured and therefore less tense. Working with others help more timid learners who seem to be less involved in the whole class work to engage in group discussion. What is more, working with others help individuals raise their awareness of team spirit and thus bringing about class unity. Furthermore, the classroom will become more exciting with group or pair discussion than just a monotonous classroom with a font-teacher talking all the time. |
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Tác giả: Kim Thành Phong; TS. Nguyễn Bửu Huân (người hướng dẫn). |
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Mục tiêu nghiên cứu: This current study was conducted to explore the effects of role-play on high school students’ speaking performance and their attitudes towards the implementation of role-play in learning English speaking. |
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Tác giả: Đặng Thanh Nga; TS. Nguyễn Bửu Huân (người hướng dẫn). |
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Trường Đại học Trà Vinh. Năm: 2020. |
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Mô tả: 50Tr, kích thước: 30cm. Số định danh: 428.3/ Ng100. Vị trí: Phòng Tự Nghiên cứu.
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Mục tiêu nghiên cứu: This study is aimed to examine the effects of project–based learning on upper secondary students’ English speaking performance; and explore students’ attitudes towards the application of the PBL in their learning speaking. |
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Tác giả: Dương Thúy Thanh; PGS. TS. Nguyễn Thanh Tùng (người hướng dẫn). |
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Trường Đại học Trà Vinh. Năm: 2020. |
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Mô tả: 67Tr, kích thước: 30cm. Số định danh: 428.24071/ Th107. Vị trí: Phòng Tự Nghiên cứu.
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Mục tiêu nghiên cứu: In accordance with the research problems above, the study attempts to find out whether PBL has any influence on high school students’ speaking ability or not and what the responses of students’ attitudes will be towards speaking skill by using PBL. |
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Tác giả: Phan Hoàng Minh; TS. Phan Thị Tuyết Vân (người hướng dẫn). |
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Trường Đại học Trà Vinh. Năm: 2020. |
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Mô tả: 62Tr, kích thước: 30cm. Số định danh: 428.3/ M312. Vị trí: Phòng Tự Nghiên cứu.
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Tóm tắt: This study aimed to investigate the EFL students and EFL teachers’ perceptions about the advantages and disadvantages of using group discussion technique in speaking classes. With the participation of 110 first-year students in English major and 02 teachers at Tra Vinh University, the study used both questionnaire and semi-structured interview to collect quantitative and qualitative data. The findings of the study identified that students and teachers in current context have positive attitude on the use of group discussion as a technique in speaking classes. More important, they tended to have good perception on the use of group discussion technique in speaking classes and they believed that the use of group discussions could help to improve the soft skills and it also significantly contributed to the improvement of speaking confidence, speaking competence, and learning motivation among students. Simultaneously, the findings also indicated the challenges as the disadvantages that current students encountered in participating group discussion activities in speaking sessions. These challenges were the problems of lack of vocabulary, shy and afraid of making mistakes, and fear of good students. The results contribute a better understanding on the use of group discussion technique in this context and provide valuable information for teachers in designing this type of activity in order to encourage students’ engagement in speaking activities as well as boosting their speaking skills. |
