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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.

Exploring the Impact of Artificial Intelligence on Student Creativity in Vietnamese Tertiary EFL Classrooms: Teacher Perspectives Pham, Trut Thuy; Le, Thanh Thao
Jurnal Komunikasi Pendidikan Vol 8 No 2 (2024): Jurnal Komunikasi Pendidikan
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jurnalkomdik.v8i2.5052

This qualitative study investigates the perceptions of Vietnamese tertiary English as a Foreign Language (EFL) teachers regarding the impact of artificial intelligence (AI) on student creativity in language learning. Amidst the rapid integration of AI in educational contexts, this research focuses on a relatively unexplored area: the intersection of AI technology and creative language pedagogy in the Vietnamese educational setting. Nine EFL teachers from two institutions in Vietnam, representing novice, mid-career, and near-end career stages, participated in semi-structured interviews. The study employed the Technology Acceptance Model (TAM) and the Creativity in Language Learning Framework (CLLF) as its theoretical basis. Thematic analysis of the interview data revealed four key themes: the perceived impact of AI on creative language practice, challenges in integrating AI with creative pedagogy, varied perceptions of AI’s role in developing student autonomy, and the impact of AI on traditional teaching methods and teacher roles. The findings indicated a spectrum of perspectives, from viewing AI as a beneficial tool for creative engagement to concerns over its potential to limit creative thinking and traditional pedagogical approaches. The study highlights the complexity of integrating AI into language learning and its influence on both teaching practices and student creativity.

Impact of Digital Streamers’ Language on the Moral Development of Vietnamese Adolescents: A Qualitative Inquiry Le, Thanh Thao; Pham, Trut Thuy
Jurnal Komunikasi Pendidikan Vol 8 No 2 (2024): Jurnal Komunikasi Pendidikan
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jurnalkomdik.v8i2.5078

This qualitative study investigates the impact of streamers’ swearing on the morality of Vietnamese teenagers, a topic of increasing importance in the era of digital streaming and online entertainment. The research was conducted through semi-structured interviews with nine Vietnamese teenagers, providing in-depth insights into their perceptions and attitudes towards the language used by streamers and its influence on their behavior. The thematic analysis of the interview data revealed four key themes: normalization of swearing in digital spaces, delineation between online and offline behaviors, influence of streamers as role models, and critical reflection and selective adoption. The study found that while swearing by streamers was normalized in digital contexts, participants also demonstrated a clear distinction between acceptable behaviors in online and offline environments. Streamers were often viewed as influential role models, affecting the language and attitudes of the adolescents. However, participants also engaged in critical reflection, selectively adopting behaviors that aligned with their personal and cultural values. These findings contribute to the understanding of digital media’s impact on adolescent development, particularly in non-Western contexts. The study underscores the complex interplay between cultural norms, digital media consumption, and moral development, highlighting the need for comprehensive digital literacy and ethical content creation in the digital age.

Exploring the Dynamics of Teacher-Student Relationships in Vietnamese Higher Education: A Qualitative Study of EFL Teachers’ Relational Tools Pham, Trut Thuy; Le, Thanh Thao
Jurnal Komunikasi Pendidikan Vol 9 No 2 (2025): Jurnal Komunikasi Pendidikan
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jurnalkomdik.v9i2.6380

This qualitative study investigates the relational tools used by Vietnamese EFL teachers in higher education, a critical yet underexplored aspect in the field of language education. Focusing on the perspectives of nine Vietnamese EFL teachers from two institutions, representing various career stages (novice, mid-career, and near-end), this research provides in-depth insights into the strategies employed to build and maintain effective teacher-student relationships. Employing semi-structured interviews, the study revealed three key themes: building rapport through personalized learning, nurturing a supportive classroom environment, and emphasis on empathy and understanding. These themes highlight the importance of tailoring teaching to individual student needs, creating inclusive and supportive classroom atmospheres, and employing empathy in understanding student challenges. The findings underscore the role of relational pedagogy and sociocultural theory in enhancing the effectiveness of EFL teaching and learning. The study also sheds light on the unique context of Vietnamese higher education, where cultural nuances play a significant role in the dynamics of language education. This study contributes to the broader discourse on EFL teaching methodologies, emphasizing the critical role of teacher-student relationships in successful language acquisition.

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