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All Journal Indonesian Journal of English Language Studies (IJELS) IJIET (International Journal of Indonesian Education and Teaching) LLT Journal: A Journal on Language and Language Teaching English Education and Applied Linguistics Journal (EEAL Journal)
Nhac, Huong Thanh
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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CORRECTIVE FEEDBACK AND UPTAKE PATTERNS IN ENGLISH LESSONS AT A TERTIARY INSTITUTION Nhac, Huong Thanh
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 2 (2021): August (EEAL Journal)
Publisher : IPI Garut Press

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Abstract

New teaching methods have led to the changes in the teachers’ roles in an English class, in which teachers’ error correction is an integral part. Language error and corrective feedback have been the interest of many researchers in foreign language teaching. However, the techniques and the effectiveness of teachers’ feedback have been a question of much controversy. This present case study has been carried out with a view to finding out the patterns of teachers’ corrective feedback and their impact on students’ uptake in English speaking lessons of legal English major students at a Law University. In order to achieve those aims, the study makes use of classroom observations as the main method of data collection to seeks answers to the two following questions: 1. What patterns of corrective feedback occur in English speaking lessons for legal English major students in a Law University? 2. To what extent does that corrective feedback lead to students’ uptake? The study provided some important findings, among which was a close relationship between corrective feedback and uptake. In particular, recast was the most commonly used feedback type, yet it was the least effective in terms of students’ uptake and repair, while the most successful feedback, namely meta- linguistic feedback, clarification requests and elicitation, which led to students’ generated repair, was used at a much lower rate by teachers. Furthermore, it revealed that different types of errors needed different types of feedback. Also, the use of feedback depended on the students’ English proficiency level. In the light of findings, a number of pedagogical implications have been drawn in the hope of enhancing the effectiveness of teachers’ corrective feedback to students’ uptake in foreign language acquisition process.
Challenges of Teaching Legal English at a Law Higher Education Institution – Lecturers’ Voices Nhạc, Hương Thanh; Đinh, Phương-Hoa Thị
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 1 (2025): March 2025
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i1.11933

Abstract

English for Specific Purposes (ESP) plays a crucial role in language education, catering to the specific linguistic and communicative needs of learners in various professional and academic fields. In the context of globalization, legal English, a type of ESP language among legal professionals, has emerged as a vital component in law training programs in recent years. However, despite its growing importance, teaching legal English presents major challenges. Using a mixed-methods approach, data were collected through surveys and semi-structured interviews with legal English lecturers at a law higher education institution. The findings identify that while instructors acknowledge the importance of legal language and legal content several significant obstacles were addressed, including learners’ insufficient knowledge of English and laws, distinctive features of legal English language and law content topics, limited teaching material resources and varying student language proficiency levels.  as well as the lack of specialized training for instructors. Based on these insights, the study proposes a set of practical recommendations for professional development, material adaptation, and pedagogical strategies to maximize the quality and effectiveness of legal English education.
CORPUS UTILITY IN TEACHING LEGAL ENGLISH VOCABULARY TO LAW STUDENTS Nhạc, Hương Thanh
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.11295

Abstract

Corpora usage has been increasingly employed in facilitating specialized English for students in English-for-specific-purposes classes. This paper focuses on the application of a corpus-based approach as a supplementary method to traditional ones in instructing legal English vocabulary in terms of its meaning and collocations to law students in Vietnam. To achieve this aim, a group of 29 students of the experimental group was assigned to corpus-based work along with a traditional teaching method, while 27 students in the control group experienced the sole later one in legal English classes during 15 weeks. The pedagogical experiment, as well as the assessment and scoring criteria, were discussed and presented at the beginning of the course. Participants’ tests, survey questionnaires, and focus-group discussions were utilized as the data collection instruments to ensure triangulation and a multidimensional analysis of the research issue. Results demonstrated that the experimental group performed much better than the control group in terms of vocabulary understanding and interpretation, as well as collocations. Students of the treatment group also showed positive attitudes, acknowledging the potential benefits of the corpus-based approach for language-related enhancement in their future profession.
LEARNERS’ PERSPECTIVES ON THE APPLICATION OF ROLE-PLAYING ACTIVITIES IN LEGAL ENGLISH CLASSES Nhạc, Hương Thanh
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.11914

Abstract

Role-play, an integrated language teaching method, is highly recommended in English-for-specific-purposes classes for its valuable benefits. This paper focuses on investigating learners’ perspectives on role-play activity utilization in legal English lessons at Hanoi Law University. To achieve the aim, a 15-week study was carried out with the participation of sixty-seven second-year law students who were instructed with role-playing activities in legal English lessons. Data were collected through survey questionnaires and in-depth semi-structured interviews, which addressed the benefits of role-play in terms of enhancing learners’ legal English skills and legal English terms, as well as fostering their learning motivation. Accordingly, instructors might consider such findings to maximize the efficacy of role-playing activities in teaching legal English. 
EFFECTS OF FLIPPED CLASSROOM ON STUDENTS’ ACADEMIC ACHIEVEMENT IN LEGAL ENGLISH LEARNING CONTEXT Nhạc, Hương Thanh
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v24i2.3542

Abstract

The primary focus of this study was to examine the effects of flipped classrooms on students’ academic achievement in legal English learning context at Hanoi Law University. To achieve the aim, fifty second-year students participating in the study were randomly divided into experimental and control groups. The experimental group was taught legal English with the flipped learning approach while traditional teaching method was applied to the control group. A pre-test and a post-test were administered to both groups to measure the impacts of flipped classrooms on students’ academic achievement in legal English. The results revealed that there were statistically significant differences in the means of the achievement test attributed to teaching methods in favour of the experimental groups. Also, survey questionnaires were administered to the students in the experimental group to identify their perceptions of the application of flipped classrooms on their legal English learning performance. The data showed that the majority of the students considered flipped classroom to be effective. It is hoped that the findings encourage instructors of English to use modern teaching strategies, in particular, flipped classroom strategy to improve the English teaching and learning process.
Co-Authors Đinh, Phương-Hoa Thị