NHẬN THỨC CỦA SINH VIÊN ĐỐI VỚI KHÓA ĐỌC MỞ RỘNG TRỰC TUYẾN VỚI SỰ TRỢ GIÚP CỦA MẠNG XÃ HỘI EDMODO

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T¹p chÝ Khoa häc và Công nghệ

S ĐẶC BIỆT CHÀO MỪNG KỶ NIỆM 10 NĂM THÀNH LẬP

KHOA NGOẠI NGỮ - ĐẠI HỌC THÁI NGUYÊN (2007 – 2017)

Môc lôc

Trang

TS. Lê Hồng Thắng - Bàn về dạy-học ngoại ngữ qua đề án dưới góc độ của giáo học pháp 3

Nguyễn Thị Như Nguyệt, Chu Thành Thúy - Đánh giá năng lực đầu ra tiếng Nga của sinh viên trình độ

A2-B1 theo khung tham chiếu chung châu Âu tại Khoa Ngoại ngữ - Đại học Thái Nguyên 7

Nguyễn Thùy Linh - Kiểm tra đánh giá trong giảng dạy các môn đề án ngôn ngữ - một số chia sẻ từ thực tế 13

Vũ Thị Thanh Huệ - Nhận thức của sinh viên đối với khóa đọc mở rộng trực tuyến với sự trợ giúp của mạng xã

hội Edmodo 19

Mai Thị Thu Hân, Nguyễn Thị Liên, Hoàng Thị Tuyết, Dương Thị Ngọc Anh - Tăng cường tính tự học bằng

dự án học tập - nghiên cứu tình huống tại trường Đại học Hoa Lư 25

Dương Đức Minh, Dương Lan Hương - Nghiên cứu về sự tương tác giữa người thuyết trình và khán giả khi học

<i>kỹ năng thuyết trình của sinh viên chuyên ngành tiếng Anh tại Khoa Ngoại ngữ - Đại học Thái Nguyên </i> 31

Phạm Thị Kim Uyên - Sử dụng nhật ký trong dạy biên dịch cho sinh viên chuyên ngữ Đại học Nha Trang 37

Lê Thị Hồng Phúc - Phản hồi của sinh viên về dự án TV show lấy điểm cuối kỳ trong khóa ngữ âm 43

Hán Thị Bích Ngọc - Dạy học ngoại ngữ bên ngoài lớp học - ứng dụng mạng xã hội facebook trong dạy và học

tiếng Anh 49

Nguyễn Ngọc Lưu Ly, Quách Thị Nga - Vài nét về việc sử dụng truyền thông đa phương tiện trong giảng dạy

tiếng Trung Quốc trình độ sơ cấp tại Khoa Ngoại ngữ - Đại học Thái Nguyên 55

Lê Thị Hòa, Đậu Thị Mai Phương - Nâng cao kỹ năng thế kỷ 21 trong học tiếng Anh chuyên ngành thông qua

dự án 61

Nguyễn Thị Bích Ngọc, Trần Minh Thành - Phương pháp gia tăng hiệu quả của đề án tạp chí tiếng Anh trong

việc học viết cho sinh viên chuyên ngành tiếng Anh tại Khoa Ngoại ngữ - Đại học Thái Nguyên 67
Hoàng Thị Huyền Trang, Nguyễn Thị Ngọc Anh - Phát triển khả năng đọc hiểu tiếng Anh cho sinh viên ngoại

ngữ thông qua các bài đọc có nội dung bao hàm yếu tố văn hóa phù hợp 73
Nguyễn Quốc Thủy,Nguyễn Thị Đoan Trang - Dạy - học ngoại ngữ qua đề án tạp chí tại trường Đại học Sư

phạm – Đại học Thái Nguyên 79

Nguyễn Tuấn Anh - Thiết kế tổ chức dạy học mơn báo chí trực tuyến theo hướng học ngôn ngữ qua dự án như

một cách đảm bảo tính đa ngành của chương trình đào tạo 85

Đỗ Thị Sơn, Đỗ Thị Phượng - Nghiên cứu phân tích lỗi sai của sinh viên Khoa Ngoại ngữ - Đại học Thái

Nguyên khi dịch trực tiếp từ Hán Việt sang tiếng Trung Quốc và giải pháp khắc phục 91

Trần Đình Bình - Ứng dụng phương pháp dạy học qua dự án trong dạy học ngoại ngữ ở Việt Nam 97
Lê Thị Khánh Linh, Lê Thị Thu Trang - Phương tiện biểu đạt thái độ của người kể chuyện trong các chương

<i>trình talk show của Mỹ và Việt Nam </i> 103

Đỗ Thanh Mai, Phùng Thị Thu Trang - Ứng dụng Moodle trong dạy và học trực tuyến học phần tin học đại

cương tại Khoa Ngoại ngữ - Đại học Thái Nguyên 109

Mai Thị Ngọc Anh, Vi Thị Hoa, Phạm Hùng Thuyên - Vận dụng phương pháp dạy học theo dự án trong giảng

dạy môn tiếng Trung du lịch tại Khoa Ngoại ngữ - Đại học Thái Nguyên 117

Trần Thị Hạnh - Nhận thức của sinh viên về việc ứng dụng Edmodo như một công cụ phụ trợ trong học tập 123
Bùi Thị Ngọc Oanh - Cải thiện kỹ năng nói của sinh viên khơng chun trình độ A2 với dạy học qua đề án 129

Journal of Science and Technology

174

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Nguyễn Hạnh Đào, Đinh Nữ Hà My - Nghiên cứu tình huống về những khó khăn với người học và điều cần

lưu ý khi giảng dạy môn tiếng Anh chuyên ngành áp dụng phương pháp học qua dự án 135
Nguyễn Thị Kim Oanh - Sử dụng đường hướng học tập theo dự án cho môn học tiếng Anh chuyên ngành tại

Viện Ngoại ngữ, Đại học Bách Khoa Hà Nội: lợi ích, thách thức và đề xuất 141

Vũ Thị Kim Liên - Phát triển năng lực ngữ dụng của sinh viên trường Đại học Ngoại ngữ, Đại học Quốc gia

Hà Nội 147

Đàm Minh Thủy - Tích hợp kỹ năng trong học ngoại ngữ thơng qua dự án làm video “Tìm hiểu ảnh hưởng của

văn hóa Pháp tại Việt Nam” 153

Nguyễn Thị Thu Hoài - Thực trạng thực tập giảng dạy tiếng Anh ở một số trường THPT tại thành phố Thái

<i>Nguyên và các đề xuất giải pháp </i> 159

Nguyễn Thị Ngọc Anh, Hoàng Huyền Trang - Khảo sát lỗi sai của sinh viên Trung Quốc khi học tiếng Việt

tại Khoa Ngoại ngữ - Đại học Thái Nguyên và những đề xuất khắc phục 165
Quách Thị Nga, Đỗ Thị Thu Hiền - Những vấn đề tồn tại của giáo trình đối dịch Trung - Việt ở Việt Nam hiện

nay và giải pháp khắc phục (khảo sát tại Khoa Ngoại ngữ - Đại học Thái Nguyên) 171
Phan Thanh Hải - Hướng tới một chương trình đào tạo cử nhân sư phạm tiếng Anh dựa trên các đề án học tập

trong đào tạo đại học định hướng thực hành ứng dụng nghề nghiệp 177
Lê Vũ Quỳnh Nga, Lý Thị Hoàng Mến, Nguyễn Thị Thu Oanh - Nâng cao chất lượng bài dịch của sinh viên

Khoa Ngoại ngữ - ĐHTN thông qua việc áp dụng phương pháp học tập hợp tác 183

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STUDENTS’ PERCEPTION ABOUT AN ONLINE EXTENSIVE READING

COURSE WITH THE HELP OF EDMODO

Vu Thi Thanh Hue*

<i>School of Foreign Languages - TNU </i>

SUMMARY

Extensive reading has been widely known to be beneficial to language learning of students at all
levels. However, it is not always carried out successfully for some reasons such as materials
shortage or lack of checking schemes. This paper describes an online-extensive reading course
with the help of Edmodo which was set up to help second year students improve their reading
skills at School of Foreign Languages - Thai Nguyen University (SFL - TNU). The paper is
devided into two main sections. First, the paper reveals how an online extensive reading course
was set up and operated and how the teacher could check students’ readings using Edmodo.
Second, the paper presents the data of books from the library that arouse students’ interests and
their attitudes toward the course. The research results suggest what materials may meet students
concerns, what they think about the course and can serve as a model for small projects that could
be done in reading classes in the settings of regional universities.

<i>Key words: online extensive reading; set up; course; Edmodo; attitudes </i>

INTRODUCTION*

For many people, reading is not only a source
of learning but also a source of enjoyment. A
good reading competence is a necessity for
those who desire to succeed in academic
careers in paticular and in many other
professions in general. Therefore, in many
curricula, reading capacity is highly valued
and required by all students. However, not all

students are able to master this skill; they still
struggle with making sense of texts or
boosting their reading speed. Reasons for
these situations are various, including wrong
reading approaches, unsatisfactory reading
schedules or lack of reading resources.

With reference to specific situation for
teaching and learning English at School of
Foreign Languages, Thai Nguyen University,
the Vietnamese Educational Ministry requires
English learning students to get C1 level at all
four skills after 4 years at universities. Basing
on students’ current reading levels and the
intensive reading curricula in which only two
periods per week are devoted to teaching
reading, it is highly demanding for students to

*

<i>Tel: 01635003009 Email: </i>

boost their reading competence without doing
extra reading outside classrooms.

Recently, some extensive reading courses
have been integrated into the intensive
reading courses, but the results have not been

satisfactory due to materials shortage, lack of
accountability schemes or students’
motivation. Therefore, this research was
carried out to set up an extensive reading
course which aims at solving all the problems
mentioned above and helping increase
students’ reading levels.

Extensive reading

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It is believed that Harold Palmer was the first
person to use the term of extensive reading in
foreign language teaching. In his view,
extensive reading means that students read a
great deal and read quickly. He also stated
that books were read for both language study
and real-world experiences. According to
Jacobs & Gallo (2002) [4], in extenstive
reading, students read silently a large number
of materials which are usually at a level that
permits them to obtain at least a fair
understanding of what they are reading
without outside help.

In summary, extensive reading involves
learners’ reading large quantities of texts for

enjoyment and developing
general reading skills.

Characteristics of a Successful Extensive
Reading (ER) Program

Day and Bamford (1998) [2] claimed that a
successful ER program should have 10
principles. They stated :

These are what we believe are the basic
ingredients of extensive reading. We
encourage teachers to use them as a way to
examine their belief about reading in general
and extensive reading in paticular, and the
ways they teach foreign language reading. We
posit these ten principles in the hopes that
others will consider them and react to them.
Their top 10 principles were:

1. The reading material is easy.

2. A variety of reading material on a wide

range of topics is available.

3. Learners choose what they want to read.

4. Learners read as much as possible.

5. The purpose of reading is usually related to
pleasure, information and general
understanding.

6. Reading is its own reward.

7. Reading speed is usually faster rather than
slower.

8. Reading is individual and silent.

9. Teachers orient and guide their students.

10. The teacher is a role model of a reader.

[3; pp. 137-141]

In reality, not all 10 ER principles have been
always practiced in ER programs around the
world. In each ER course, teachers just adopt
some specific principles which are suitable
for their ER contexts. For example, students
were required to write a report on each book
they have read. In this case, principle 6
“Reading is its own reward” was not used.
According to Kweon and Kim (2008) [1],
they did not mention 10 principles. In their
ER programs, students had to read each text
carefully to understand the meaning of the
story because they were required to take a

detailed comprehension quizz at the
beginning of the following class.

These issues raise a question about what
extensive reading really means. In fact, there
is no obvious answer and also no single
approach to the practice of extensive reading.

Setting up an extensive reading program
According to Richard (2013) [5], an extensive
reading program requires a great deal of
planning and should be taken in at least 6
months. The following decisions should be
made before the program:

<i>What should the students read? </i>

Reading materials should be easy enough for
students to read to get an overall
understanding. Such materials may range
from comic books, online texts to short
stories. In addition, materials such as graded
readers which are written for foreign language
learners are a useful source of extensive
reading. These include simply books, fiction
and nonfiction in which the content is
controlled to match students’ language
competence.

<i>How much reading should students do? </i>

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21
set their own goals in their reading with the

help of the teacher who could give them
advise on how to set a reasonable target
number of books per week or month and
encourage tem to meet the goals.

<i>Where should reading be done – in class, out </i>
<i>of class,or both? </i>

Generally, most of the extensive reading is
done out of class when students are able to
spend a significant amount of time on it.
However, some teachers occasionally ask
their students to read in class to show them
the importance of reading.

<i>How should students’ reading be graded? </i>

There are some possible ways to assess
students’ extensive reading. The most
common approach is to use reading targets
and if students meet the targets, they are
awarded to the final grades. In addition, an
internet program called Mreader, including
comprehensive questions on a large number

of books, is freely used by schools to check
the students’ reading ability..

<i>How should the program be introduced and </i>
<i>advertised to the students? </i>

According to Day & Bamford (2002)[3],
students should be introduced about extensive
reading and provided essential guidance as
they read. Moreover, they should also be
stressed on the benefits of extensive reading:

- help students read faster and understand
more;

- help them to read in meaningful phrases,
rather than word by word;

- increases their confidence in their reading
ability;

- increase their reading knowledge;

- consolidate their grammatical knowledge;
and

- helps improve their writing proficiency and
oral fluency.

Another factor that teachers should consisder

is to encourage them to read what they like.

As they have to read a large number of books,
it is vital for them to enjoy their readings.
They should be also guided that it is not
necessary to read for 100% of understanding .
If they meet new words, they should ignore
them, keep reading and try to guess the
meaning of those words.

METHODOLODY

Brief description of the current reading
curriculum

As mentioned in the introduction, English
learning students at School of Foreign
Languages, Thai Nguyen University, Vietnam
has 2 periods of reading per week. In the
curriculum, it is expected that after 4 years at
university, students, almost at A2 level of
English, are able to get at least B2 to graduate.
In theory, it is impossible for them to meet this
goal if they do not spend sufficient time
practicing their language skills in general,
reading in paticular outside the class. One of
the current solutions to the problem is to assign
more reading tasks for students to do at home.
However, students often feel stressed and tired
of such readings. As a result, many of them

manage not to read and get unsatisfactory
results at their final exams.

Brief description of the on-line extensive
reading site: er-central.com

This is an online extensive reading site with
large quantities of interesting books,
including a wide range of genres. All the
books are graded according to levels and it is
possible for the teacher to view reading
progress of all students in the class. On the
site, students are able to read, listen and do
comprehension and vocabulary quizzes. In
addition, there is no cost for using it;
therefore, every student can assess the site for
free provided hey have access to internet.

Brief description of edmodo software

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problems, and helpful tips. A teacher can
assign and grade work on the site. Students
can also get help from the entire class on
Edmodo. It is a safe studying environment
because the teacher can see everything which
is posted on Edmodo. Parents can join the

class to view their children’s studying.

Course procedure

35 second-year students, who are identified as
average proficient learners, were involved in
the study. These average learners got the
reading score ranging from 5- 6.5 in the
previous term. The following is the schedule
of the extensive reading course which was
carried out in 15 weeks based on the reading
curriculum of the school.

Week 1:The teacher registered a personal
account and an institution account on the
online extensive reading site. Then she
assessed the site by the institution account
and loaded students’ accounts he/she wanted
to manage there. In class, the teacher
announced students’ accounts and asked them
to read two stories on the site weekly. After
reading, they were asked to write a short
writing about the stories they have just read
(story reflection) and send them to the teacher
through edmodo software.

Week 2-13: Students began reading stories.
Weekly, the teacher viewed students’
progress in their reading on the site and their
writing on Edmodo and reminded those who

did not complete the assigment.

Week 14: The teacher asked students to send
their reading records to her email to check the
whole reading progress of them and she also
checked all students’ writing on Edmodo one
more time.

Week 15: The teacher announced students’
reading and writing progress, gave mark
rewards to them and asked them to do a
survey questionaire about their attitudes
toward the course in 15 minutes. The
following are the questions:

Q1: Did you like reading stories on
“er-central.com” website?

a. Yes

b. No

Q2: Which of the following skills do you
most likely improve after the course?

a. Reading speed and understanding

b. Writing skills
c. Grammar

d. vocabulary

e. Interest in reading

f. Others:

...
...

Q3: What difficulties did you meet when
reading the books?

...

...

Q4: What recommendations do you want to
make to improve the next course?

...

...

Q5: Would you prefer to undergo another
extensive reading course in the next term?

a. Yes

b. No

FINDINGS AND DISCUSSIONS

Question 1: Students’ interest in the
extensive reading course

Students’ responses Yes No

35 0

It is clearly seen that 100% of the participants
enjoyed their reading on the site. It can be
inferred that the books are diversified in
contents and genres and could engage
students in reading.

Question 2: Which of the following skills do
you most likely improve after the course?

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23
progress. 100% of the participants stated that

they could improve their vocabualry
knowledge after the course. In addition, 30 out
of 35 students thought they could upgrade their
reading speed and understanding and grammar
by weekly reading. Over 80% of them also
believed that by improving their vocabulary
and grammar and writing story relection every

week, they were able to improve their writing
skills. Finally, over 65% supposed that they
became more interested in reading, which
means a lot in establishing a habit of reading
everyday for learners.

Questions Students’ responses
1. Reading speed and

understanding

30

2. Writing skills 29
3. Grammar 30
4. Vocabulary 35
5. Interest in reading 20
6. Others 0

Question 3: Students’ difficulties when
reading

With reference to this question, only 20
students had the answers. Most of them
(18/20) stated that they lacked vocabulary
when reading the stories, which prevented
them from understanding the text. This issue
should be noticed by the researcher who is
well advised to reconsisder the level of books
students are reading. The remaining two

students had difficulties in reading online.
They prefered reading hard versions of the
book because this made them feel more
comfortable, which is easily understood
because some people are not of the habit of
reading online.

Question 4: Students’ recommendations to
improve the next extensive reading course

Regarding this question, merely 5 students
gave their suggestions. All of them supposed
that there should be more sources of reading
so that they had more choices. 3 of them even
stated that they would like to read more than
two stories a week. In addition, two in five

answerers recommended the researcher to
provide hard copies of the book. In brief,
although there were just a few responses to
this question, the suggestions are valuable for
the researcher to make necessary changes in
the next course.

Question 5: Students’ desire to do the next
extensive reading course

Students’ responses Yes No
35 0

As can be seen from the table, although
having some difficulties in reading, all
students desired to continue the course in the
next term. It can be inferred that all students
were aware of the benefits of their reading
and could feel their improvement after the
extensive reading course.

CONCLUSION AND IMPLICATIONS

In order for extensive reading to be successful,
there are many factors to be considered. Based
on the findings, it can be concluded that
although reading levels were not actually
suitable for students’ reading competence,
such kinds of graded books motivated students
to read and enabled them to improve many
aspects of language including reading and
writing skills, grammar and vocabulary.
Another success of the course is being able to
arouse students’ interest in reading, which is a
vital factor to make them read regularly
without feeling stressed.

Careful implementation of the extensive
reading course also played an important role
in achieving the benefits mentioned above,
especially checking students’ readings and
writings on Edmodo. It required the teacher to
spend a considerable amount of time on doing

these jobs. If not done carefully, it was easy
to demotivate students or students are able to
cheat in the course.

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24

REFERENCES

1. Akweon, S., & Kim, H. (2008), “Beyond Raw
Frequency: Incidental Vocabulary Acquisition in
<i>Extensive Reading”, Reading in a Foreign </i>

<i>Language, 14, pp.66-81. </i>

<i>2. Day, R. R., & Bamford, J. (1998), Extensive </i>

<i>Reading in the Second Language Classroom, </i>

<i>Cambridge: Cambridge University Press. </i>

3. Day,R. R., & Bamford, J. (2002), “Top Ten
<i>Principles for Teaching Extensive Reading”, </i>

<i>Reading in a Foreign Language, 14, pp. 136-141. </i>

4. Jacobs, G., & Gallo, P. (2002), “Reading Alone
Together: Enhancing Extensive Reading via
Student-Student Cooperation in Second-Language

Instruction”, <i>Reading </i> <i>Online, </i> 5(6),
/>ne_Together_Enhancing_Extensive_Reading_via_

Student-Student_Cooperation_in_Second-Language_Instruction

5. Richard, R. D. (2013), “Creating a Successful
<i>Extensive Reading Program”, TESL Reporter, 46, </i>
<i>pp. 10-20. </i>

<i>6. Stanley, S. (2007), An analysis of Rx for </i>

<i>discovery Reading RTM for Elementary Students </i>
<i>Below Average in Reading, The United States of </i>

America: ProQuest Information and Learning
Company.

TÓM TẮT

NHẬN THỨC CỦA SINH VIÊN ĐỐI VỚI KHÓA ĐỌC MỞ RỘNG
TRỰC TUYẾN VỚI SỰ TRỢ GIÚP CỦA MẠNG XÃ HỘI EDMODO

Vũ Thị Thanh Huệ*

<i>Khoa Ngoại ngữ – ĐH Thái Nguyên </i>

Đọc mở rộng được cho là rất hữu ích đối với sinh viên ngơn ngữ ở mọi trình độ. Tuy nhiên khơng
phải lúc nào nó cũng được thực hiện thành công do một số nguyên nhân như việc thiếu tài liệu đọc

hay thiếu các hình thức kiểm tra đánh giá. Bài báo này miêu tả một khóa đọc mở rộng trực tuyến
với sự trợ giúp của mạng xã hội Edmodo. Khóa học được tiến hành với mục tiêu cải thiện kỹ năng
đọc hiểu của sinh viên năm thứ hai, Khoa Ngoại ngữ, Đại học Thái Nguyên. Bài báo được chia
thành hai phần chính. Phần thứ nhất miêu tả chi tiết cách thức tạo lập một khóa đọc trực tuyến và
các phương thức giáo viên có thể áp dụng để kiểm tra tiến trình đọc hiểu của sinh viên. Phần thứ
hai giới thiệu các dữ liệu sách trực tuyến và phân tích thái độ của sinh viên đối với tồn bộ khóa
học. Kết quả của bài báo là một ví dụ điển hình về một khóa đọc mở rộng trực tuyến nhằm cải
thiện kỹ năng đọc hiểu của sinh viên ngôn ngữ.

<i>Từ khóa: Đọc mở rộng, thiết lập, khóa học, mạng xã hội Edmodo, thái độ </i>

<i>Ngày nhận bài: 25/10/2017; Ngày phản biện: 01/11/2017; Ngày duyệt đăng: 13/12/2017 </i>

*

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<i>oµ </i>

<i>soT</i>

T¹p chÝ Khoa học và Công nghệ

THE SPECIAL ISSUE FOR THE 10

th

FOUNDATION ANNIVERSARY

SCHOOL OF FOREIGN LANGUAGES - TNU (2007-2017)

Content

Page

Le Hong Thang – Discussion on Project-Based Learning Approach 3
Nguyen Thi Nhu Nguyet, Chu Thanh Thuy - Students’ Output Competency Assessment in Using Russian
Language at Level A2-B1 on the Basis of Common European Framework of Reference at School of Foreign

Languages, Thai Nguyen University 7

Nguyen Thuy Linh - Evaluation and Assessment in Project-Based Learning - Some Practical Suggestions 13

Vu Thi Thanh Hue - Students’ Perception about an Online Extensive Reading Course with the Help of Edmodo 19
Mai Thi Thu Han, Nguyen Thi Lien, Hoang Thi Tuyet, Duong Thi Ngoc Anh - Fostering Learners’

Autonomy through Project Work in an ESP Class at Hoa Lu University: A Case Study 25

Duong Duc Minh, Duong Lan Huong - A Study on the Interaction between the Presenter and Audience in the

Presentation Skill for English Major Students at School of Foreign Languages - Thai Nguyen University 31

Pham Thi Kim Uyen - Use of Journals in Teaching Translation for English Major Students of Nha Trang University 37
Le Thi Hong Phuc - Students’ Responses to the TV Show Project as the End-of-Term Assessment in the

Pronunciation Course 43

Han Thi Bich Ngoc - Teaching Outside the Classroom - Integrating Social Media into Innovative Language

<i>Teaching: The Case of Facebook </i> 49

Nguyen Ngoc Luu Ly, Quach Thi Nga - Some Features in Applying Multimedia Tools into Teaching

Elementary Chinese in School of Foreign Languages - Thai Nguyen University 55

Le Thi Hoa, Dau Thi Mai Phuong - Fostering the 21st Century Skills in Project-Based ESP Learning 61

Nguyen Thi Bich Ngoc, Tran Minh Thanh - Methods to Increase the English Magazine Project Power in the
Study of the English Written Language for English Major Students at School of Foreign Languages - Thai

Nguyen University 67

Hoang Thi Huyen Trang, Nguyen Thi Ngoc Anh - Developing English Language Reading Comprehension

amongst EFL/ESL Learners through Culturally Relevant Texts 73

Nguyen Quoc Thuy, Nguyen Thi Doan Trang - Teaching Foreign Languages through Magazine Project at

Thai Nguyen University of Education 79

Nguyen Tuan Anh - PBLL Course Development as a Way of Ensuring a Multidisciplinary Program 85

Do Thi Son, Do Thi Phuong - An Analysis of Students’ Errors at School of Foreign Languages, Thai Nguyen

University in Directly Translating from Sino-Vietnamese Words to Chinese and Solutions 91

Tran Dinh Binh - Application of Project-Based Learning in Language Teaching in Vietnam 97

Le Thi Khanh Linh, Le Thi Thu Trang- Evaluative Devices in Personal Narratives from American and

Vietnamese Talk Shows 103

Do Thanh Mai, Phung Thi Thu Trang - The Application of Moodle in E-Learning and Teaching Informatics

at School of Foreign Languages – Thai Nguyen University 109

Mai Thi Ngoc Anh, Vi Thi Hoa, Pham Hung Thuyen - Application of Project-Based Learning to the Teaching

of Chinese Excursion at School of Foreign Languages – Thai Nguyen University 117

Tran Thi Hanh - Students’ Perceptions on the Use of Edmodo as a Supplementary Tool in Learning 123

Bui Thi Ngoc Oanh - Using Project-Based Learning to Improve English Speaking Skills of Non-English Major

Students of Level A2 129

Journal of Science and Technology

174

(14)

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Nguyen Hanh Dao, Dinh Nu Ha My - A Participatory Case Study into Learners’ Difficulties and Pedagogical

Implications of Doing Project-Based Learning ESP Course 135

Nguyen Thi Kim Oanh - Project-Based Language Learning Adopted for an ESP Module in School of Foreign

Languages, Hanoi University of Science and Technology: Benefits, Challenges and Recommendations 141
Vu Thi Kim Lien - Enhancing Pragmatic Competence of Students at University of Languages and International

Studies, VNU 147

Dam Minh Thuy - Integrated Skills in Foreign Language Learning via Video Project "Study of the Cultural

<i>Influences of France in Vietnam" </i> 153

Nguyen Thi Thu Hoai - Situation of Intern Teaching Program of English Subject at Some Selected High

<i>Schools in Thai Nguyen City and Suggested Sollutions </i> 159

Nguyen Thi Ngoc Anh, Hoang Huyen Trang - Language Errors of Chinese Students Studying Vietnamese

Language at School of Foreign Languages, Thai Nguyen University and Proposals for Correction 165

Quach Thi Nga, Do Thi Thu Hien - Problems and Suggestions for Chinese - Vietnamese Translation

Textbooks in Vietnam (Investigate in School of Foreign Languages - TNU) 171

Phan Thanh Hai - Toward a Project Based Learning Curriculum for TEFL B.A Program within Profession Oriented

Higher Education 177

Le Vu Quynh Nga, Ly Thi Hoang Men, Nguyen Thi Thu Oanh - Enhancing Students’ Translation

Performance in School of Foreign Languages: An Application of Cooperative Learning 183
Doan Thi Thu Phuong - Language Learning Style Preferences of Grade 11 Students at a High School,

Nam Dinh 189

Dinh Thi Lien, Nguyen Thi Ngoc Anh - The System of Symbols in Then Songs of Tay People 197

</div>

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