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All Journal International Journal of Evaluation and Research in Education (IJERE) JOURNAL OF ENGLISH FOR ACADEMIC SALEE: Study of Applied Linguistics and English Education English Education and Applied Linguistics Journal (EEAL Journal)
Nguyen, Thanh Thai
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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An Exploration on Critical Reading Skills of M.A. English Majors at Thu Dau Mot University Nguyen, Thanh Thai; Du, Thanh Tran
J-SHMIC : Journal of English for Academic Vol. 11 No. 2 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(2).18110

Abstract

Studying at postgraduate level always requires learners to do a large amount of reading for some certain academic purposes. This becomes more notable when reading must be done in a strictly limited amount of time. On this account, postgraduate students must come up with particular strategies for reading. Thus, from the critical thinking perspective, the current study was conducted to investigate the M.A. English majors’ use of reading strategies, especially critical reading skills. Through questionnaire and interview, data for analysis were collected from 30 M.A. students of English and five lecturers of English, who already completed their postgraduate program, at Thu Dau Mot University. The results showed that the participants could employ skimming and scanning. However, they seemed to be passive in evaluating sources and did not pay much attention to note-taking skills, which are considered really necessary in writing literature review for a research paper or a thesis. The findings suggest that critical reading skills should be taught at the beginning of the course in order to help M.A. students develop their critical reading skills and support them in doing their mini research projects.
The Effectiveness of Using Visual Aids in Teaching English Vocabulary to Vietnamese Young Learners: An Experimental Study Nguyen, Thanh Thai; Pham, Hong Thi Thanh
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 3 (2024): December (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v7i3.2483

Abstract

Vocabulary is a crucial component of learning English. Among the various methods employed by teachers, using visuals is one of the most common approaches. But how effective is it? This study aims to evaluate the effectiveness of using visuals in teaching vocabulary to Vietnamese young learners and to examine potential differences in learning outcomes between male and female students. The research was conducted with the participation of 30 first-grade students aged 5 to 6, all of whom were beginner-level English learners. An experimental research design was implemented, with participants divided into two groups: a control group and an experimental group, each comprising 15 students. The experimental group was taught English vocabulary using visuals, while the control group received instruction through traditional teaching methods without additional teaching aids. Data were collected through three assessments: a pre-test, a midterm test, and a post-test. The results demonstrated that visuals are an effective tool for teaching English vocabulary to first-grade students. Additionally, the post-test revealed a significant difference in vocabulary acquisition between male and female students, with females outperforming their male counterparts when learning with visuals. In conclusion, this study highlights the effectiveness of incorporating visuals into vocabulary teaching and recommends their integration to improve learning outcomes. It also suggests tailoring teaching strategies to optimize vocabulary acquisition for both genders.
The Effectiveness of Using Flashcards in Teaching English Vocabulary to Vietnamese Young Learners: An Experimental Study at a Language Center in Binh Duong Nguyen, Thanh Thai; Pham, Hong Thi Thanh
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.1944

Abstract

Vocabulary is a crucial component of learning English. Among the various methods employed by teachers, using flashcards is one of the most commonly practiced approaches. But how effective is it? This study aims to evaluate the effectiveness of using flashcards in teaching vocabulary to Vietnamese young learners and to examine potential differences in learning outcomes between male and female students. The research was conducted at a language center in Binh Duong, involving 30 first-grade students aged 5 to 6, all of whom were beginner-level English learners. An experimental research design was implemented, with participants divided into two groups: a control group and an experimental group, each comprising 15 students. The experimental group was taught English vocabulary using flashcards, while the control group received instruction through traditional teaching methods without additional teaching aids. Data were collected through three assessments: a pre-test, a midterm test, and a post-test. The results demonstrated that flashcards are an effective tool for teaching English vocabulary to first-grade students. Additionally, the post-test revealed a significant difference in vocabulary acquisition between male and female students, with females outperforming their male counterparts when learning with flashcards. In conclusion, this study highlights the effectiveness of incorporating flashcards into vocabulary teaching and recommends their integration to improve learning outcomes. It also suggests tailoring teaching strategies to optimize vocabulary acquisition for both genders.
Perceptions of audiovisual media in vocabulary acquisition among English learners: benefits and challenges Thi, Xuan Hong Nguyen; Nguyen, Thanh Thai
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34852

Abstract

Learning vocabulary through English audiovisual materials has long been a popular method among students. With the advancement of digital technology, this approach has gained even more attraction, leading to a growing number of studies that have investigated its effectiveness. However, there is a notable scarcity of research addressing the challenges that students face; therefore, the current study aims to explore students’ perspectives on the challenges along with the benefits of using audiovisual media as tools for learning vocabulary. This study was done through a quantitative approach using a questionnaire that included both open-ended and closed-ended questions. With the participation of 132 senior English-major students at Thu Dau Mot University in Vietnam, the study collected 117 valid questionnaires that provided valid data for analysis. Through descriptive statistics, the results reveal the improvements in pronunciation and listening skills, enhanced understanding of slang and idiomatic expressions, and increased exposure to the natural use of the target language. However, the findings also reveal that this method poses challenges for students, including misunderstandings stemming from the use of formal or informal language and an over-reliance on audiovisual media. Therefore, the study emphasizes the need for structured guidance to foster language learning outcomes.
Co-Authors Du, Thanh Tran Pham, Hong Thi Thanh Thi, Xuan Hong Nguyen