Tác giả: Huỳnh Văn Ô, TS. Nguyễn Thị Phương Nam (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020.

Mô tả: 52Tr, kích thước: 30cm. Số định danh: 428.24/ Ô450. Vị trí: Phòng Tự Nghiên cứu.

Mục tiêu nghiên cứu:

From the review of research on reading acquisition of language learners, strategies involving procedural knowledge of readers were found the key factor for successful reading. Guthrie, VanMeter, Hancock, & Alao (1998) reported that the more strategies students are taught, the better they comprehend texts. Garut (2014) concluded that good reading strategies can help students to grasp the understanding of the text they read. Guthrie and Alao (1997) showed that reading strategies support students’ reading motivation. In the context of learning to read English texts in secondary education in Vietnam, the current study aims to investigate the effects of cognitive reading strategy teaching on EFL students’ reading comprehension at Hoa Minh Upper Secondary School. Moreover, this research is also investigating students’ perception towards teacher’s teaching cognitive reading strategies in their classrooms. It is expected that through the intervention study, students’ reading ability and motivation to read will be improved and experiences from the application of the intervention will be revealed to the practitioner community.

Tác giả: Lê Trường Chinh, PGS. TS. Phạm Vũ Phi Hổ (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020.

Mô tả: 71Tr, kích thước: 30cm. Số định danh: 428.07/ Ch312. Vị trí: Phòng Tự Nghiên cứu.

Mục tiêu nghiên cứu:

The study attempts to examine (1) whether the use of peer feedback technique on high school students’ paragraph writing performance among students grade 11 at Hoa Minh High School have an effective or not. (2) To seek students’ attitude toward the usefulness of peer feedback technique in teaching and learning and their attitude toward giving and receiving feedback from their peers’ writings.

Tác giả: Trần Thị Thanh Tuyền, PGS. TS. Phạm Vũ Phi Hổ (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020.

Mô tả: 51Tr, kích thước: 30cm. Số định danh: 428.07/ T527. Vị trí: Phòng Tự Nghiên cứu.

Mục tiêu nghiên cứu:

The present study aims to investigate the effects of journal writing on EFL students’ writing accuracy. The present study aims to investigate the effects of journal writing on EFL students’ writing fluency. The present study aims to identify EFL students’ perspectives toward journal writing practice

Tác giả: Nguyễn Thanh Trà, TS. Phạm Quang Huy (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020.

Mô tả: 47Tr, kích thước: 30cm. Số định danh: 428.07/ Tr100. Vị trí: Phòng Tự Nghiên cứu.

Mục tiêu nghiên cứu:

The current study is conducted to examine the perceptions of EFL teachers towards the interaction between the teacher and students as well as explore the types of teacher-student interaction which is commonly used in the classroom. Hopefully, through these types of teacher-student interaction, EFL teachers can help high school English students improve their communicative competence.