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Tuan, Luu Trong
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Accommodating Classroom Activities to EFL Learners’ Multiple Intelligences Dung, Nguyen Thi; Tuan, Luu Trong
Mediterranean Journal of Social Sciences Vol. 2 No. 1 (2011): January 2011
Publisher : Richtmann Publishing

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Abstract

Gardner’s Multiple Intelligences theory has been among the theories innovating English Language Teaching since the period of the 70s and 80s. In this paper, the literature of Multiple Intelligences theory and its benefits on learners’ learning cognition, motivation, interaction and achievement are reviewed. Besides that, types of language learning activities and classroom activities to accommodate to learners’ Multiple Intelligences are presented. Keywords: Multiple Intelligences theory, cognition, motivation, interaction, achievement, classroom activities.
Convergence of Antecedents on Work Motivation and Work Outcomes Tuan, Luu Trong
Mediterranean Journal of Social Sciences Vol. 2 No. 2 (2011): May 2011
Publisher : Richtmann Publishing

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Numerous factors present in the contemporary organizational environment influence both content and process of motivation.From reviewing theories of work motivation, this paper seeks to construct an integrative motivation antecedents model that integrates theemergence of motivating behavior in work environment, identifies the right antecedents of the desired motivation, and then guidesmanagement on loading them into sources from where motivation will emerge. This paper, furthermore, illustrates the dynamic linkages inthis model through a case research.
Factors Behind High Performance Tuan, Luu Trong
Mediterranean Journal of Social Sciences Vol. 2 No. 2 (2011): May 2011
Publisher : Richtmann Publishing

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According to Rogers (2005), the Bain analysis shows that only around 15% of companies actually have an organization thathelps them to outperform. In creating high-performance environment, leaders recognize three critical factors that determine and guide theirleadership responsibility. First, they must learn how to lead themselves before they can lead others successfully. Second, they are notactually delivering the vision themselves, but merely overseeing its delivery by the “real” performers in the organization. Third, leadersshould distinguish “leader” from “leadership”. Not everyone can be a leader, but everyone in the organization can assume leadership roles.
EFL Learners’ Learning Styles and Their Attributes Tuan, Luu Trong
Mediterranean Journal of Social Sciences Vol. 2 No. 2 (2011): May 2011
Publisher : Richtmann Publishing

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This research was conducted to examine EFL students’ preferred learning styles, and linkages between learning stylepreferences and individual attributes such as fields of study, length of tertiary study, gender, age, learning language experience, andEnglish proficiency level. 172 students were invited to participate in the questionnaire survey. The findings revealed that perceptuallearning style preferences were impacted by some attributes, particularly fields of study and length of tertiary study. The dominant learningstyle preferences for the sample were kinesthetic and tactile. The higher levels of English EFL students got the more kinesthetic and tactilethey appeared. Furthermore, the students with the shortest length of studying English tended to be those with a variety of preferredlearning styles, except individual. As far as gender was concerned, females showed a stronger tendency toward kinesthetic while males gavemore preference to tactile learning.
Integrating Cooperative Learning into Organizational Behavior Lessons Tuan, Luu Trong
Mediterranean Journal of Social Sciences Vol. 2 No. 3 (2011): September 2011
Publisher : Richtmann Publishing

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This study sought to investigate student diversities in terms of learning styles and academic competence, and the extent to whichstudents change as regards participation, interaction and achievement through Cooperative Learning activities embracing their diversities.77 first-year students from the two Organizational Behavior (OB) classes, one treated as the experimental group (EG) and the other asthe control group (CG), at the School of Business Administration of the International University (IU), a member university of VietnamNational University of Ho Chi Minh City (VNU-HCMC) were invited to participate in the study. The findings substantiated thatVietnamese learners are open to change and teachers should create effective activities for learners to immerse themselves in talkingcooperatively instead of talking individualistically in the classrooms.
Co-Authors Dung, Nguyen Thi