Category: publication

The Impacts of Task-based Instruction on Students’Grammatical Performances in Speaking and Writing Skills: A quasi-experimental study (Scopus-Q2/ESCI/ISI)

Previous research studies were successful in employing Task-based instruction (TBI) to enhance students’ either speaking or writing skills or grammar knowledge. However, few research studies have investigated whether the TBI impacts students’ grammatical performance in both speaking and writing skills. The quasi-experimental research investigated the impacts of two instructional methods between presentation, practice, production (PPP), […]

The Effects of Collaborative Writing on Students’ Writing Fluency: An Efficient Framework for Collaborative Writing (SSCI/ISI, Scopus-Q2)

Abstract Collaborative writing is widely researched for its effects on students’ writing accuracy; however, previous research studies fail to prove its effects on students’ writing fluency. Also, none of the previous studies have investigated the framework for students to compose argumentative essays collaboratively. The purpose of this article is to fill these gaps. Sixty-two sophomore […]

Indications of Paired- vs. Grouped-Peer Feedback on Students’ Writing Activities

L2 teachers in Writing have long been using peer feedback to improve their writing skills in the classrooms. While findings from nearly all studies have shown paired-peer feedback and grouped-peer feedback to enhance student writing performance, few studies have attempted to compare the effect of paired and grouped-peer feedback on writing performance. If the results […]

The Practical Perceptions of Vietnamese Lecturers and Students Towards Written Peer Feedback

AbstractResearch studies have shown the benefits of employing written peer feedback (WPF) in classrooms around the world. However, implementing it appropriately in the classrooms is not consistent in the context of universities in Vietnam. The current paper explored the extent to which WPF had applied in the academic writing English classrooms at a university in […]

Vietnamese High School Students’ Appraisal of Speaking Problems and Influential Factors

This study was predominantly conducted to examine 280 eleventh-grade students’ appraisal of their speaking problems and potential influential factors at Tay Ninh high school, Vietnam. The data were garnered by 40-item questionnaire copies and analyzed by SPSS 22.0 for descriptive statistics (e.g. mean, standard deviation, and percentages) and inferential statistics (e.g. Beta and significance values). The findings […]

Blogging for Collaborative Learning in the Writing Classroom: A Case Study (Scopus-Q4)

The primarily qualitative analysis reported in this paper is to investigate how the students, in a student-centered pedagogical focus, perceive their own learning progress in e-peer feedback activities, including the effectiveness of the use of blogs for e-peer responses in an L2 writing class. Thirty-two second year Vietnamese students at a university in Ho Chi […]

The incorporation of quality peer feedback into writing revision (Scopus-Q3)

Many research studies have investigated the effects of peer feedback in the writing classrooms because it is favorably applied in L2 writing teaching for its enormous advantages. However, not many studies conducted in-depth issues of the incorporations of peer feedback into revision. This study is an attempt to fulfil this gap. This 11-week case study […]

Using Schema-Building Activities in ESP Reading Classroom

ABSTRACT This paper aims at accessing the problems and reviewing the relationships and benefits of using schema-building activities in ESP reading classroom. Based on the theoretical background and previous studies, the study reveals the research gaps and builds the conceptual framework to investigate the extend to which pre-reading schema-building activities (Pre-SBAs) were applied in teaching […]

The Effects of Using Games on EFL Students’ Speaking Performances (ESCI)

Abstract This study investigated the effects of employing games on students’ speaking performances in the classroom. 74 non-English major students, 36 students from the Tourism and Travel Management and 38 from the Office Management major from Tra Vinh University, participated in the study. The control group was trained with the methods of P-P-P (presentation, practice, […]

Should Peer E-Comments Replace Traditional Peer Comments? (Scopus-Q2/ESCI)

Many studies in literature have compared peer e-feedback/comments to traditional peer feedback/comments to see whether one medium of providing feedback should replace the other. However, few studies investigated to see whether two modes of commentary activities positively affected the students’ writing quality, instead of just comparing one to another. The literature failed to investigate the extent to which […]

High School Students’ Common Errors in Writing Essays (ESCI-indexed)

Abstract Students’ writing problems have become one of the first and foremost issues in writing classrooms, and to know the common errors which frequently occur on students’ writing papers is usually what the writing teachers have conducted in the classrooms. However, no research study has been conducted at Huynh Man Dat High school to investigate […]

The effects of lecturer’s model e-comments on graduate students’ peer e-comments and writing revision (SSCI/Scopus Q1-indexed)

Abstract Earlier research efforts have succeeded in training students to enhance their skills commenting on peer writing and using peer and lecturer comments to revise their writing, but few studies have investigated (1) the effect of the lecturer’s e-comments on the quality of peer e-comments, and (2) the relative effectiveness of lecturer and peer e-comments […]

Future of CALL for Vietnamese Students

E-learning environment is now widely used by the students in Vietnam beyond the classrooms to conduct their independent learning. However, few research studies investigated what activities the students had conducted when they assessed online in order to adjust the learning curriculum at universities. Two hundred thirty-seven students of the current study described their actual activities […]

The Effects of Peer-Video Recording on Students’ Speaking Performance (ESCI-indexed)

Abstract The purpose of the current study is to investigate whether peer video recording helps non-English majored college students enhance their speaking performance. Eighty students were selected and assigned to two groups: an experimental group and a control group. Peer video recording was presented to experimental students while no training was given to students in […]