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All Journal DIKSI Vision: Journal for Language and Foreign Language Learning
Thuy, Pham Trut
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Arts Humanities Languange, Linguistic, Communication & Media

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University Students’ Preferable Types of Teacher Humor in English Classes Thuy, Pham Trut; Thao, Le Thanh
Vision: Journal for Language and Foreign Language Learning Vol 10, No 1 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv10i29096

Abstract

The current study aimed to explore what types of teacher humor EFL students prefer in their classes. The study was designed as a mixed-method approach, using questionnaires and semi-structured interviews to collect data in two different Vietnamese universities. One hundred fifty-eight university students responded to the survey, and eight out of them were recruited as the participants for the interviews. The study results revealed that the types of jokes (M=4.41), riddles (M=4.08), and language play (M=4.15) were most favored. Besides, the participants' demographic information, including their gender and majors, affected their preferable types of teacher humor. Specifically, males showed more positive attitudes towards teacher humor than their counterparts. In terms of students’ majors, there were differences between non-English majors and English-majored students’ perceptions of irony, teasing, language play, visual and physical humor. Regarding the students’ positive attitudes towards teacher humor, EFL teachers should learn more about valuable strategies for using teacher humor in their classes due to the fact that they do not need to have a sense of humor to use it effectively.
Empathy through reflection: Exploring the impact of reflective practices on Vietnamese tertiary EFL teachers' empathy development Thuy, Pham Trut; Thao, Le Thanh; Thuy, Tran Thi
Diksi Vol. 32 No. 2: DIKSI (SEPTEMBER 2024)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v32i2.72727

Abstract

This study investigates the role of self-reflection in enhancing empathy among Vietnamese tertiary English as a Foreign Language (EFL) teachers. Adopting a narrative inquiry approach, the research explores the experiences and perceptions of nine EFL teachers from various career stages in two Vietnamese institutions. The theoretical framework is grounded in the theory of reflective practice and transformative learning theories, offering a comprehensive lens to examine the interplay between reflective practices and empathy development in teaching. Through semi-structured interviews, the study uncovers several key themes: enhanced empathetic understanding through reflective practice, the facilitation of cross-cultural sensitivity, the intersection of self-reflection and empathy in pedagogical evolution, the enhancement of emotional intelligence, and the bridging of cultural and emotional gaps through reflective empathy. These findings suggest that reflective practices are instrumental in developing a deeper sense of empathy, which positively impacts teaching approaches, cultural awareness, and emotional intelligence. 
Exploring the Integration of Artificial Intelligence in Vietnamese Tertiary EFL Education: Teacher Perspectives and Pedagogical Challenges Hieu, Hua Hong; Thao, Le Thanh; Thuy, Pham Trut
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i120398

Abstract

This qualitative study investigates the concerns of Vietnamese tertiary English as a Foreign Language (EFL) teachers regarding the integration of Artificial Intelligence (AI) in their classrooms. As educational landscapes evolve with technological advancements, understanding educators’ perspectives on AI becomes crucial, especially in settings where technological integration is still emerging. The study involved semi-structured interviews with nine EFL teachers from two Vietnamese institutions, categorized into three career stages: novice, mid-career, and near-end career. This approach provided insights into the varying perceptions and challenges experienced by teachers at different professional phases. The findings revealed four main themes: “Technological Integration Challenges in EFL Classrooms,” highlighting the difficulties in incorporating AI tools into teaching practices; “Pedagogical Concerns and AI’s Impact on Teacher-Student Interaction,” expressing worries about how AI might alter traditional educational dynamics; “Professional Development and Readiness for AI Integration,” emphasizing the need for targeted training; and “Concerns about AI’s Impact on Student Learning Outcomes,” focusing on the effectiveness of AI in enhancing student achievement. These themes suggest a need for comprehensive professional development in AI, careful implementation that considers the human element in education, and adaptable strategies for AI integration across different career stages. This research contributes to the growing discourse on AI in education, highlighting specific challenges and needs in the Vietnamese tertiary EFL context.
Exploring the Integration of Artificial Intelligence in Vietnamese Tertiary EFL Education: Teacher Perspectives and Pedagogical Challenges Hieu, Hua Hong; Thao, Le Thanh; Thuy, Pham Trut
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i120398

Abstract

This qualitative study investigates the concerns of Vietnamese tertiary English as a Foreign Language (EFL) teachers regarding the integration of Artificial Intelligence (AI) in their classrooms. As educational landscapes evolve with technological advancements, understanding educators’ perspectives on AI becomes crucial, especially in settings where technological integration is still emerging. The study involved semi-structured interviews with nine EFL teachers from two Vietnamese institutions, categorized into three career stages: novice, mid-career, and near-end career. This approach provided insights into the varying perceptions and challenges experienced by teachers at different professional phases. The findings revealed four main themes: “Technological Integration Challenges in EFL Classrooms,” highlighting the difficulties in incorporating AI tools into teaching practices; “Pedagogical Concerns and AI’s Impact on Teacher-Student Interaction,” expressing worries about how AI might alter traditional educational dynamics; “Professional Development and Readiness for AI Integration,” emphasizing the need for targeted training; and “Concerns about AI’s Impact on Student Learning Outcomes,” focusing on the effectiveness of AI in enhancing student achievement. These themes suggest a need for comprehensive professional development in AI, careful implementation that considers the human element in education, and adaptable strategies for AI integration across different career stages. This research contributes to the growing discourse on AI in education, highlighting specific challenges and needs in the Vietnamese tertiary EFL context.
Co-Authors Hieu, Hua Hong Thao, Le Thanh Thuy, Tran Thi