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Tác giả: Kim Kịte; TS. Nguyễn Đình Thu (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020. Mô tả: 64Tr. Số định danh: 428.24071/ K314. Vị trí: Phòng Tự Nghiên cứu.

Mục tiêu nghiên cứu:

This research aims to find out proper ways to improve students’ speaking skills. In other words, it tries to get the understanding of the effects of collaborative learning on speaking skills of multilingual students like the students at Nhi Truong Upper- secondary School.

 

Tác giả: Nguyễn Văn Son; TS. Nguyễn Huỳnh Trang (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020. Mô tả: 51Tr. Số định danh: 808.042/ S429. Vị trí: Phòng Tự Nghiên cứu.

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.

 

Tác giả: Kim Thành Phong; TS. Nguyễn Bửu Huân (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020. Mô tả: 53Tr. Số định danh: 428.3/ Ph431. Vị trí: Phòng Tự Nghiên cứu.

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.

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.

 


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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