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Tác giả: Đặng Thanh Nga; TS. Nguyễn Bửu Huân (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020.

Mô tả: 50Tr, kích thước: 30cm. Số định danh: 428.3/ Ng100. Vị trí: Phòng Tự Nghiên cứu.

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.

 

Tác giả: Dương Thúy Thanh; PGS. TS. Nguyễn Thanh Tùng (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020.

Mô tả: 67Tr, kích thước: 30cm. Số định danh: 428.24071/ Th107. Vị trí: Phòng Tự Nghiên cứu.

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.

 

Tác giả: Phan Hoàng Minh; TS. Phan Thị Tuyết Vân (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020.

Mô tả: 62Tr, kích thước: 30cm. Số định danh: 428.3/ M312. Vị trí: Phòng Tự Nghiên cứu.

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.

 

Tác giả: Hồng Thị Chiến; PGS. TS. Phạm Vũ Phi Hổ (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020.

Mô tả: 56Tr, kích thước: 30cm. Số định danh: 428.24071/ Ch305. Vị trí: Phòng Tự Nghiên cứu.

Tóm tắt:

Students’writing drawbacks have become one of the most prominent issues in EFL writing classrooms and how to improve students writing skills is always a primary concern of most high school teachers of English.Therefore, the purpose of this study is to explore whether the Task-based approach enhance EFL students’writing performance in terms of fluency and accuracy.The participants are sixty grade eleven students of the two classes at Dai An High School, in Tra Vinh provine. Pre-test, post-test, questionaire and interview were used to measure the students’writing performance in term of writing fluency and accuracy. The study indicates that the experimental group attained the significant improvement in the post-test results due to the treatment of Task-based approach, which lasts for fourteen weeks. Additionally. The finding from questionaire and interview confirmed that the students expressed positive attitudes towards Task-based approach.The outcomes of the current study is the affirmation of a new and innovative teaching approach, new opportunities forstudents and a new role for the teachers.

 

Tác giả: Lâm Thị Hà Mi; TS. Nguyễn Văn Lợi (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020.

Mô tả: 56Tr, kích thước: 30cm. Số định danh: 428.07/ M300. Vị trí: Phòng Tự Nghiên cứu.

Tóm tắt:

If a student likes a type of written corrective feedback and believes it can be useful, this student may pay more attention to this type of written corrective feedback and use it for learning. In contrast, if a student does not set any expectations for a type of written corrective feedback, this student may not get any of the effects that it might have (Yang, 2016). Therefore, this study aims to find out university students’ preferred types of written corrective feedback and the attitudes for their preferences. The study employed a survey design which involved 135 students (43 males and 92 females) using convenience sampling technique. The instrument used in collecting data was a questionnaire in the form of Feedback Scale. It was comprised of twelve questions, eight of which consisted of a five-point Likert scale and four for participants to detail their ideas. The results of this study pointed out that university students preferred the techniques of “strike out the mistakes and correct my errors for me”, “underline my mistakes, give comments on my mistakes, and correct the mistakes for me”, and “underline my mistakes, give comments on my mistakes” which belong to the types of recast, explicit correction, and metalinguistic feedback. The reasons for the students’ preferences are that they can identify mistakes, correct the mistakes easily, find the encouragement to learn and self-repair from the mistakes; and more importantly remembering the mistakes for a long time. Moreover, these types of feedback are detailed, easy to understand, and easy to use.

 


Trung tâm Học liệu Trường Đại học Trà Vinh.

Số 126 - Nguyễn Thiện Thành, Khóm 4, phường 5, Thành phố Trà Vinh - Tỉnh Trà Vinh.

Điện thoại: (+84).294.3855246 số nội bộ: 232. Fax: (+84).294.3855217. Email: lrc@tvu.edu.vn

Giấy phép trang Thông tin điện tử số 02/GP-TTĐT cấp ngày 18/12/2018, Sở TT&TT tỉnh Trà Vinh

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