Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Asian Education
Trung Nghia Tran
Dong Nai Technology University, Vietnam
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Effects of Collaborative Learning on Young ESL Learners’ L2 Anxiety and Speaking Performance Thi Yen Nhi Ha; Thi Bich Ngoc Nguyen; Ngoc Lynh Dan Nguyen; Trung Nghia Tran
International Journal of Asian Education Vol. 3 No. 2 (2022): IJAE Vol. 03, No. 2, June 2022
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v3i2.286

Abstract

Foreign Language Anxiety (FLA) is one of the issues of interest attracting researchers in recent decades. However, while collaborative learning introduced a prospective tool for FLA, it has not been much researched in the L2 classroom context, particularly in Vietnam. This paper focuses on using collaborative learning to reduce foreign language anxiety and enhance the L2 speaking performance of young learners at an English center in Ho Chi Minh City. A combination of tools, including Aydin et al.’s (2017) Children Foreign Language Anxiety Scale (CFLAS) for the pre-tests and post-tests, the teacher’s diary, and follow-up interviews, was used to measure the changes in learner’ FLA level and speaking performance. After five-week implementations, these learners’ FLA was slightly alleviated, and their speaking performance was improved using a collaborative learning approach. Moreover, learners were found to have positive attitudes and experience with learning in the new approach. These findings implied that collaborative learning could be a potential treatment to help L2 learners uncover their anxious selves and find more confidence in using the target language
The Impacts of Task-Based Activities on Learners’ Grammatical Acquisition and Motivation at Dong Nai Technology University Thi Yen Nhi Ha; Hong Hai Pham; Trung Nghia Tran
International Journal of Asian Education Vol. 4 No. 2 (2023): IJAE Vol. 04, No. 2, June 2023
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v4i2.335

Abstract

The study aims to measure the effect of Task-based language teaching on grammatical achievement and the motivation of EFL learners at Dong Nai Technology University. The research will conduct a quick grammar test to administer 48 students at the school to achieve this goal. After sitting the test, the learners will undergo a 6-week course applying task-based language teaching. Before the treatment, one certified instructor-made grammar test about the learning units will be encompassed as the pre-test. Furthermore, a motivation questionnaire will be carried out in this group at the research's beginning and end. Afterward, the learners will learn through the treatment, which is learning through the implementation of Task-based language teaching. After six weeks of treatment, the group will take the same teacher-made grammar test as the post-test. After that, the writer will analyze the data through paired sample t-test. The results demonstrated a significant difference between the pre-test and post-test in the student’s performance on grammar acquisition and the enhancement in learners’ motivation. Based on the findings of this research, it is believed that task-based language teaching can be used in English classes to enhance learners’ grammar achievements and motivation among Vietnamese university learners.
Co-Authors Hong Hai Pham Ngoc Lynh Dan Nguyen Thi Bich Ngoc Nguyen Thi Yen Nhi Ha