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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) IJoLE: International Journal of Language Education
Nguyen Thi Phuong Thao
Dong Thap University
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The impact of Communicative Language Teaching (CLT) Approach on Students’ Speaking Ability in a Public Indonesian University: Comparison between Introverts and Extrovert Groups La Ode Nggawu; Nguyen Thi Phuong Thao
International Journal of Language Education Vol 7, No. 3, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i3.50617

Abstract

The aim of this research is to explore the effect of implementing the Communicative Language Teaching (CLT) Approach on the speaking ability of students-. The sample size for this study comprises 46 students representing the introvert class and the extrovert class, selected based on the results obtained from the distribution of questionnaires. To conduct the study, an experimental design was employed, which involved gathering quantitative data from the students' responses to the distributed questionnaire, as well as conducting pre-tests and post-tests to assess their speaking abilities. In order to analyze the collected data, the researcher utilized the SPSS program (Statistical Program for Social Science) for precise and efficient processing, generating various necessary outputs to draw meaningful conclusions. The findings of this study strongly indicate a positive impact of implementing the Communicative Language Teaching (CLT) model on the speaking abilities of introverted students. The results not only demonstrate the effectiveness of CLT in the speaking class but also align with previous research in the field. the incorporation of CLT in the speaking class positively impacts the speaking abilities of both introverted and extroverted students. However, a slight distinction can be observed in terms of the extent of improvement between the two groups, with the extrovert class showing a more notable progress. Recognizing and accommodating the diverse learning styles and preferences of students can help create a comprehensive and inclusive learning environment that fosters growth and development for all learners, regardless of their personality traits
Optimization of SAMR model scaffolding for the development of descriptive writing skills La Ode Nggawu; Nurindah Nurindah; Anugrah Puspita Ayu Muhammad; Waode Ade Sarasmita Uke; Nurul Atma; Wahyudin Madil; Nguyen Thi Phuong Thao; Minerva Apita-Chavez
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38142

Abstract

This research presents an investigation of how the application of the digital substitution, augmentation, modification, redefinition (SAMR)-based scaffolding might be used to support first-semester basic writing students in overcoming challenges related to grammar proficiency and descriptive writing. A mixed-methods sequential explanatory design was used with 40 students enrolled in English language courses. Quantitative data were obtained through a 14-item Likert-type questionnaire measuring SAMR integration and challenges faced, while qualitative analysis was conducted on semi-structured interview data using NVivo to code thematically. The scores for all implementation indicators indicate that high average values were obtained (global M=3.37), indicating that SAMR-based activities and scaffolding were viewed as useful and engaging for supporting descriptive writing. The level of challenges was perceived as low to moderate (mean=2.59 overall). The key issues were that lecturers needed to offer more consistent support, access to devices was restricted, and students had uneven digital skills. Thematic results identified growth in grammatical consciousness, development of short texts, and creativity as projects that resulted in multimodal outcomes and student involvement. The research also underscores the importance of strong institutional structures and continued support for teaching. It concludes that employing SAMR-informed digital scaffolding is a strategy with the potential to support writing instruction through technology.
Digital language teacher professional development in online community of practice: Indonesia-Vietnam perspective La Ode Nggawu; Jamiludin Jamiludin; Darnawati Darnawati; Waode Ade Sarasmita Uke; Ismail Anas; Nguyen Thi Phuong Thao; Võ Thị Anh Thư
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22939

Abstract

This study investigates digital language teacher professional development (TPD) within online communities in Indonesia and Vietnam, employing Pinar’s currere framework to identify optimal practices. Through qualitative methods, including interviews and observations, this study examined the experiences of English language educators navigating digital education in these countries. The findings indicate that, while both nations emphasize the significance of digital literacy, educators encounter challenges in acquiring essential digital competencies due to limited resources and infrastructure. Online communities of practice (CoPs) function as valuable platforms for knowledge dissemination, peer support, and professional growth, enabling teachers to enhance their digital proficiency. However, issues such as internet accessibility, time constraints, and language barriers persist as obstacles. This investigation underscores the necessity for tailored TPD programs that address these specific challenges, ultimately fostering effective integration of technology into language instruction.
Co-Authors Anugrah Puspita Ayu Muhammad Darnawati, Darnawati Ismail Anas Jamiludin Jamiludin La Ode Nggawu Minerva Apita-Chavez Nurindah Nurindah Nurul Atma Võ Thị Anh Thư Wahyudin Madil Waode Ade Sarasmita Uke