Scopus – PGS. TS. Pham Vu Phi Ho

The Effects of Extensive Journal Writing on the Vietnamese High-School Students’ Writing Accuracy and Fluency (Scopus-Q2/ISI)

April 26, 2022April 26, 2022 admin

Background: The innovation of an extensive journal writing approach has made a big difference in the field of teaching academic writing. Previous studies found mixed results relating to whether journal writing could help students enhance their writing accuracy.Purpose: The purpose of the current study is to investigate whether extensive journal writing (EJW) affects EFL high…

ISI, publication, Scopus

The Effects of Task-Based Instruction on High School Students’ Writing Outcomes (Scopus-Q4)

February 4, 2022February 4, 2022 admin

The goal of this study was to see whether task-based instruction could enhance EFL students’ writing fluency and accuracy. Sixty grade 11 students from two complete classrooms at Dai An High School in Tra Vinh Province, Vietnam, participated in this research. The experimental group was taught to write essays using task-based training, whereas the control…

publication, Scopus

The Effects of Trained Peer Feedback for High School Students (Scopus)

October 27, 2021October 27, 2021 admin

Peer feedback is proved to be effective in helping enhance students’ writing quality, but few studies were employed to train high school students to be better peer reviewers. The current study involved 64 grade-11 students in a province in Vietnam to see whether trained peer feedback could be effective for high school students. The experimental…

publication, Scopus

Teaching Writing in Vietnam’s Secondary and High Schools (Scopus-Q2/ESCI/ISI)

October 14, 2021October 14, 2021 admin

The current study adopted features of a survey research design to examine the EFL high school teachers’ beliefs about writing and its teaching, their actual classroom practices, and the interplays between their beliefs and practices in the realm of EFL writing instruction. A sample of seventy-six EFL teachers from the eight selected high schools situated…

ISI, publication, Scopus

Genre-based Approach to Writing in EFL Contexts (Scopus)

August 11, 2021August 11, 2021 admin

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has…

publication, Scopus

The Effects of Task-Based Instruction on EFL Students’ Writing Accuracy and Fluency (Scopus-Q3)

July 16, 2021July 16, 2021 admin

The purpose of this research was to determine if task-based teaching improved EFL students’ writing performance in terms of fluency and accuracy. The research included 56 non-English majors at Van Lang University in Ho Chi Minh City, Vietnam. The control group learned to write paragraphs using a product-based approach, which corresponded to existing teaching methods…

publication, Scopus

The Impacts of Task-based Instruction on Students’ Grammatical Performances in Speaking and Writing Skills: A quasi-experimental study (Scopus-Q1/ESCI/ISI)

March 22, 2021April 18, 2022 admin

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),…

ISI, publication, Scopus

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

March 8, 2021March 8, 2021 admin

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…

ISI, publication, Scopus

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

August 8, 2020March 22, 2021 admin

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…

publication, Scopus

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

April 5, 2020June 14, 2020 admin

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…

Giáo dục, publication, Scopus