Tác giả: Ngo Minh Chanh; M.A. Trinh Boi Ngoc (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2017.

Mô tả: 45Tr, kích thước: 30cm. Số định danh: .Vị trí: Phòng Tự nghiên cứu.

Abstract:

The main purpose of this study is to recognize some common writing issues, especially grammatical mistakes encountered by the second-year English majors at Tra Vinh University.

In order to answer the following questions including (1) What grammatical mistakes students usually face when they learn writing skills and (2) What suggested solutions can help students write better, the researcher uses questionnaire and writing test as the main instruments to collect the data. Twenty-two students’ responses from the questionnaire reveal that fewer learners like to study writing than other skills, so they mostly have trouble writing in English. Grammar and content are issues most learners face. In addition, the findings prove that there are five common grammatical mistakes related to the use of plural ending ‘s’, articles, tenses, subject – verb agreement, and prepositions sought out from students’ writing products. Besides, some other problems of writing in content, organization, vocabulary and spelling are recognized when the researchers evaluated students’ writing products. Based on the results, the researcher eventually gives some solutions to help improve students’ grammar: learning grammatical structures by writing down them in pieces of papers and sticking them on things around the living places as well as learning through English channels on websites are presented. Besides, the researcher also concerns other aspects of writing, so he also suggests some solutions for the problems in content, organization, vocabulary and spelling.

Through this study, the researcher hopes that the findings and recommended solutions could assist students in solving their grammatical mistakes, improving their English writing successfully. Besides, the researcher also hopes there will be more studies into other problems of writing besides grammar in the future. 

Tác giả: Le Thi Ngoc Ha; M.A. Huynh Thi Thu Thuy (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2017.

Mô tả: 35Tr, kích thước: 30cm. Số định danh: .Vị trí: Phòng Tự nghiên cứu.

Abstract:

This study is conducted in order to analyze the second-year English majors’ use of metacognitive awareness of reading strategies in their reading comprehension at Tra Vinh University. Ten second-year English majors participated who helped the researcher collected the data by completing the questionnaire in the study. After this research study, the researcher had findings that most students have metacognitve awareness in reading process. However, students were evaluated in moderate level in their use of three subscales including Global reading strategies, Problem-solving reading strategies and Support reading strategies. The most used subscale is Problem – solving reading strategies, but the subscale of Support reading strategies is the least used. Students seem to use most about references, academic materials such as dictionaries (item 15) and think about whether the content of the text fits their reading purpose (item 7). In contrast, they rarely restate ideas (item 20), use typographical aids like bold face and italics (item 22), go back and forth in the text (24) or ask themselves questions (item 28). The researcher considers students should develop metacogition to help them enhance their reading comprehension. Therefore, the researcher brings out some recommendations from the findings and suggests further research about metacognitive awareness of reading strategies.

Tác giả: Do Bich Hong Nhung; M.A. Nguyen Thi Ngoc Huong (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2017.

Mô tả: 70Tr, kích thước: 30cm. Số định danh: .Vị trí: Phòng Tự nghiên cứu.

Mục tiêu nghiên cứu:

The research aims to focus on identifying English teachers‟ difficulties at HM primary school when they taught pupils English pronunciation, and their pupils‟ difficulties when pronouncing English consonants. Importantly, this research also introduces some treatments to improve the pupils‟ pronunciation, especially the voiceless consonant sounds standing at the final position of a word. In brief, the term FVC which is abbreviated final voiceless consonants is used from now for short. Specifically, the researcher‟s main objectives in carrying the current study are as hereunder:

- To find out primary English teachers‟ belief towards correct pronunciation of final voiceless consonants;

- To identify the difficulties that primary pupils meet in pronouncing final voiceless consonants from treatment observation;

- To report the pupils‟ response to the treatment.

Tác giả: Chung Thi My Phung; Huynh Ngoc Tai (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2016.

Mô tả: 40Tr, kích thước: 30cm. Số định danh: 808.042/ Ph513. Vị trí: Phòng đọc.

Tóm tắt:

Much research was carried out to indicate the difficulties that Vietnamese learners had to face when learning English skills. Some of them are about writing skill and writing ability. In this study, a quasi-experimental model was used to examine the effect of using graphic organizers in order to help learners enhance self-efficacy in writing essays, along with the Inspiration Software. This research was conducted in 30 second year students of the English major at Tra Vinh University (N = 30). The participants were divided into 2 groups. One group was trained with traditional instruction called control group, while the experimental group was approached with graphic organizers as a new method to learn writing skills. Both of pre-test and post-test were used to determine the changes in participants' perceived writing self-efficacy. The finding shows that the positive effects of using graphic organizers may help students enhance writing self-efficacy.