Scopus – PGS. TS. Pham Vu Phi Ho

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-Q2/ESCI/ISI)

March 22, 2021April 2, 2021 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

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

October 28, 2019October 7, 2020 admin

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…

ISI, Journal of Science, publication, Scopus

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

July 29, 2019October 28, 2019 admin

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…

ISI, publication, Scopus

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

July 25, 2017October 28, 2019 admin

Abstract The purpose of the current study was to investigate if the lecturer’s model of e-comments helps graduate students enhance the quality of peer e-comments and writing revision. Fifty graduate students at HCMC Open University in Vietnam participated in the study. Data collection was from the students’ drafts, lecturer’s sample e-comments, peer e-comments and semi-structured interviews. The study found…

ISI, publication, Scopus

E-peer response activities for L2 writing revision (SSCI/Scopus Q1-Indexed)

October 26, 2015October 28, 2019 admin 1 Comment

Few studies have been conducted to see how Blog-based peer response helps students improve their writing revisions. The present study investigates peer comments made through blogs, the nature of the comments and their areas of focus, and the ratios of students incorporating suggestions made through blog-based comments into revisions of their writing. Thirty-two second year…

ISI, Journal of Science, publication, Scopus