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Adapting Corpus Linguistics for Primary EFL Education in Vietnam: Perspectives from Linguistics Scholars Le, Thanh Thao; Pham, Trut Thuy
Journal of Innovation and Research in Primary Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v2i2.563

This qualitative study investigates the perspectives of Vietnamese linguistics scholars on the integration of corpus linguistics into primary English as a Foreign Language (EFL) education. Through semi-structured interviews with nine scholars from two leading Vietnamese institutions, the research explores the applicability, challenges, and strategies of implementing corpus linguistics for young learners in Vietnam. Participants, categorized into novice, mid-career, and near-end career stages, offer diverse viewpoints on this innovative teaching approach. The underpinning theoretical frameworks are sociocultural theory and constructivist learning theory. The thematic analysis reveals four key themes: tailoring corpus linguistics to young learners’ needs and abilities, the challenges in implementing corpus linguistics in primary EFL settings, the gap between theoretical knowledge and practical application, and the role of cultural context in corpus linguistics application. The study finds a consensus on the need for simplifying and contextualizing corpus materials to suit young learners’ cognitive and cultural backgrounds. Challenges identified include adapting corpus materials, teacher training inadequacies, and curriculum integration difficulties. The gap between theory and practice highlights the need for hands-on teacher training and comprehensive resource development. Furthermore, the importance of culturally relevant corpus materials is emphasized, balancing local and global cultural elements. This study contributes to the field of EFL education by highlighting the specific challenges and strategies for implementing corpus linguistics in the Vietnamese primary education context. It underscores the importance of culturally and pedagogically sensitive approaches in language teaching innovations.

Exploring the Impact of Lesson Study in Vietnamese Primary Education: Perspectives of EFL Lecturers Le, Thanh Thao; Pham, Trut Thuy; Tran, Thi Thuy
Journal of Innovation and Research in Primary Education Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v3i1.583

This qualitative study investigates the incorporation of Lesson Study, a pedagogical approach from Japan, into Vietnamese primary education, with a specific focus on the perspectives of Vietnamese English as a Foreign Language (EFL) lecturers. These educators, though not directly involved in primary education, engage with it through various roles like teacher training and curriculum development. The research is based on in-depth interviews with nine EFL lecturers from two educational institutions in Vietnam. Employing thematic analysis, the study identifies five key themes: collaborative enhancement of teaching practices, navigating cultural and systemic challenges, improved understanding of student learning needs, professional growth and empowerment, and challenges such as resistance to change and time constraints. These themes underscore the potential of Lesson Study in fostering collaborative and reflective teaching practices, as well as professional development. However, they also highlight the obstacles imposed by traditional educational norms and practical limitations. The study emphasizes the necessity of support structures and resources for effective implementation of Lesson Study, advocating for adaptations to align with local educational contexts and cultural values. Contributing to the discourse on professional development in EFL teaching, this research underscores the importance of collaborative, reflective practices in educational innovation. Moreover, it stresses the significance of considering unique cultural and systemic elements in applying pedagogical methods like Lesson Study. Offering specific insights into its application in the Vietnamese primary education context, this study not only enhances understanding of cross-cultural educational transfer but also provides practical guidance for educators and policymakers. It paves the way for further research in diverse educational settings, expanding the international conversation on educational practices.

Exploring the Impact of Songs in EFL Teaching Across Age Groups: Perspectives from Vietnamese EFL Lecturers Pham, Trut Thuy; Le, Thanh Thao
Journal of Innovation and Research in Primary Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v3i2.785

This study investigates the effectiveness of using songs in English as a Foreign Language (EFL) teaching from the perspectives of Vietnamese EFL lecturers, focusing on identifying the most beneficial age group among young learners, teenagers, and adult learners. Employing a qualitative research design, the study conducted semi-structured interviews with nine EFL teachers from two educational institutions in Vietnam, representing a range of experience levels from novice to near-end career. The data were analyzed using thematic analysis, guided by Constructivist and Socio-cultural theories of learning. The findings revealed that the application and perceived effectiveness of songs varied significantly across different age groups and teacher experience levels. Songs were universally recognized as beneficial in EFL teaching, but their implementation and impact differed, with novice teachers focusing on engagement, mid-career teachers on cultural and linguistic nuances, and near-end career teachers on a holistic language experience. The study found that songs are highly effective with young learners, need careful selection for teenagers, and should be thematically rich for adult learners. These insights have implications for EFL practitioners, curriculum designers, and policymakers, suggesting the need for tailored song-based activities and professional development for teachers.

An Analysis of EFL Teachers’ Fear of Failure as Their Motivation for Pursuing Graduate Studies Le, Thanh Thao; Trinh Quoc, Lap
FOSTER: Journal of English Language Teaching Vol. 2 No. 4 (2021): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v2i4.60

Many studies have been conducted to clarify the impact of teachers’ motivation for participating in TPD activities; nevertheless, none of them has viewed teachers’ fear of failure as their motivation for TPD, especially for pursuing graduate programs in the Vietnamese context. That explains why this current qualitative study with the participation of nine EFL teacher interviewees was administered to fill in the abovementioned gap. Moreover, the study was conducted in a tertiary institution in the Mekong delta of Vietnam. Based on the data analysis, several teachers’ fears of failure as their motivation for following graduate programs were detected. Their fears included self-perceived inadequate qualifications in TEFL which resulted in their ineffective teaching performances. Participants were also much concerned about losing a job, failing to have opportunities to further their education and losing momentum for work due to routinized teaching. Mid- age job crisis, negative effects of lacking role models on the growth of children and other younger people, lack of collegial support, and low self-confidence were found to be motivating fears which stimulated participants to make them pursue higher degree programs. The paper ends with discussions of the findings and pedagogical implications

A Decade of Researching on Professional Development in a Graduate Program: A Systematic Review Le, Thanh Thao; Le, Xuan Mai
FOSTER: Journal of English Language Teaching Vol. 3 No. 1 (2022): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v3i1.78

This paper aims to provide a logical and comprehensive systematic review of MA students’ theses related to professional development (PD) in an educational institution in the Mekong Delta of Vietnam. This systematic review used a qualitative method to analyze 28 unpublished PD theses (2010 – 2020) in a graduate program of a public tertiary institution in the Mekong Delta, Vietnam. There were four main research concerns, including (1) research aims, (2) research methodology, (3) findings, and (4) limitations of the theses. After the review, a list of strengths and weaknesses of these studies is found, evaluated, and presented in this article. The review shows that these studies did contribute diverse knowledge and practices of PD in the educational system of Vietnam, particularly in the Mekong Delta. On the other hand, the data collection instruments and research designs needed improvement to a certain extent. Specifically, observations were not used much in the theses. Besides, the candidate researchers overused a descriptive research design for their theses. Thanks to the analysis, some implications and new ideas for further research in PD are discussed at the end of this paper. .

Pedagogy Training Courses in the Mekong Delta: EFL Teachers' Satisfaction and Expectations Le, Xuan Mai; Phan, Thanh Dat; Le, Thanh Thao
FOSTER: Journal of English Language Teaching Vol. 3 No. 3 (2022): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v3i3.99

This study investigates EFL teachers’ expectations and satisfaction with the teaching pedagogy training courses in the Mekong Delta. The study was conducted on teachers of English in the Mekong Delta of Vietnam, including 51 teachers answering the questionnaires, and six teachers were randomly invited for the interview. The results from the study revealed that the EFL teachers showed high expectations in the teaching pedagogy training courses. Significantly, the teachers expected to train on language teaching methodology, lesson planning, and technology the most. Additionally, most participants expressed high satisfaction with the teaching pedagogy training courses they had participated in. Remarkably, they were delighted with the program issues and academic aspects of training. The significant findings of this study were expected to contribute to the insightful understanding of EFL teachers’ needs and demands for training courses in general and suggestions for more effective training courses in the future.

The Effects of Video Materials on English-Major Students’ Learning: A Test of Hypotheses in the Vietnamese Context Ho, Thanh Vy; Le, Thanh Thao
FOSTER: Journal of English Language Teaching Vol. 3 No. 4 (2022): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v3i4.114

Video materials are used more frequently in English as a foreign language (EFL) classes since they are perceived to be effective. However, using video materials is challenging because it requires EFL teachers’ abilities to determine the videos' suitability for their learners. As a result, this study was conducted qualitatively to listen to language learners’ voices about using video materials in their English classes. There were six hypotheses related to the use of video materials in the Vietnamese context. Fine focus-group interviews were organized to collect data from 25 English students learning in a tertiary institution in the Mekong Delta of Vietnam. The data revealed that Vietnamese students perceived using video materials to be effective. The animated videos with beautiful sounds helped improve their learning motivation. Regarding the existence of video materials on various online platforms, the students could learn outside the classroom as well as increase their learner autonomy. However, to integrate video materials into classroom activities, English teachers were required to have sufficient abilities to choose the appropriate videos for their learners. As a result, the study proposed several practical implications for educators who would like to use video materials in their classrooms.

Empowering English Learning beyond Borders: Challenges and Benefits of Extracurricular Activities in a Non-Anglosphere Context Le, Thanh Thao; Le, Xuan Mai; Nguyen, Thanh-Tung; Nguyen Thi, Kim-Thanh
FOSTER: Journal of English Language Teaching Vol. 4 No. 3 (2023): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v4i3.132

English language assumes a pivotal position in the socioeconomic advancement of Vietnam. The adoption of extracurricular mechanisms for English language acquisition is recognized as an innovative and potent overhaul of the pedagogical framework for English learners in Vietnam. This study was executed employing a quantitative methodology to ascertain the perceptions of tertiary level students regarding the advantages and obstacles encountered in their engagement with extracurricular activities directed at English language acquisition. Data was accumulated from 1,032 students pursuing higher education in an institution situated in the Mekong delta, facilitated by a questionnaire. The findings highlighted significant expectations students harbored for these activities. Particularly, they anticipated that engagement in these extracurricular endeavors would yield a positive influence on their linguistic competencies, while also fostering a conducive and collaborative environment for English language acquisition, thereby expanding their social networks with fellow participants. Nevertheless, the participants also acknowledged potential drawbacks. They expressed concern that participation in these activities might be time-consuming and could potentially diminish their motivation to partake, especially if the activities were not in alignment with their individual competencies and areas of interest. The findings of this study propose implications for enhancing the effectiveness of extracurricular activities for English language acquisition. Specifically, adequate financial and human capital investment is crucial, and the activities need to be meticulously planned to avoid an excessive time commitment from the students.

Navigating Leadership and Identity: A Qualitative Exploration of Class Monitor Roles among Vietnamese English-Major Students Le, Thanh Thao; Nguyen, Dinh Phan; Ho, Thanh Vy; Nguyen, Thanh Hieu Vy; To, Thi Kim Tho
FOSTER: Journal of English Language Teaching Vol. 5 No. 1 (2024): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v5i1.155

This qualitative study delves into the impacts of taking on the role of a class monitor among Vietnamese English-major students, focusing on the nuanced experiences and growth trajectories stemming from this leadership position. Conducted within two higher education institutions in the Mekong Delta, the research employed semi-structured interviews to capture the voices and narratives of 15 participants. Grounded in the Constructivist Grounded Theory and the Phenomenological Approach, the study unearthed several pivotal themes. These included feelings of empowerment through leadership responsibilities, the intricate balancing act of cultural mediation and dual identities, enhancement of English communication skills, the evolution of prioritization skills, profound introspective journeys towards self-realization, and a deep-seated desire to inspire and create a lasting legacy. The findings not only shed light on the multifaceted impacts of the class monitor role but also underscore the transformative potential of such positions in fostering personal and academic growth. The study contributes uniquely to the discourse on student leadership, offering educators, policymakers, and institutions a deeper understanding of the experiences and challenges faced by student leaders in a Vietnamese context. It emphasizes the importance of recognizing and harnessing the profound personal and collective journeys these roles can initiate.

Empowering Language Learners: Strategies for Enhancing Learner Autonomy in Vietnamese Tertiary EFL Education Le, Thanh Thao; Hua, Hong Hieu
FOSTER: Journal of English Language Teaching Vol. 5 No. 2 (2024): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v5i2.163

This qualitative study investigates the strategies employed by Vietnamese tertiary English as a Foreign Language (EFL) teachers to enhance learner autonomy in communication skills. Set against the backdrop of Vietnam’s evolving educational landscape, the study is informed by the theoretical frameworks of learner autonomy and sociocultural theory. The research utilizes semi-structured interviews with nine EFL teachers from two institutions, encompassing novice, mid-career, and near-end career stages. The thematic analysis of the interview data revealed four key strategies: collaborative learning, integration of technology, reflective practices, and personalized learning approaches. These strategies were found to be prevalent across different teaching experience levels, each contributing uniquely to fostering learner autonomy. Collaborative learning emerged as a tool for enhancing peer interaction and self-directed learning, while technology integration was highlighted for extending learning beyond the classroom. Reflective practices were shown to deepen students’ self-awareness and critical thinking, and personalized learning approaches were noted for catering to individual learner needs and preferences. The study highlights the importance of adaptable, context-sensitive teaching strategies in promoting learner autonomy in EFL contexts. It suggests the need for educational environments that support collaborative, technology-enhanced, reflective, and student-centered learning.

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