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All Journal FOSTER: Journal of English Language Teaching
Ho, Thanh Vy
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Education Languange, Linguistic, Communication & Media

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The Effects of Video Materials on English-Major Students’ Learning: A Test of Hypotheses in the Vietnamese Context Ho, Thanh Vy; Le, Thanh Thao
FOSTER: Journal of English Language Teaching Vol. 3 No. 4 (2022): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v3i4.114

Abstract

Video materials are used more frequently in English as a foreign language (EFL) classes since they are perceived to be effective. However, using video materials is challenging because it requires EFL teachers’ abilities to determine the videos' suitability for their learners. As a result, this study was conducted qualitatively to listen to language learners’ voices about using video materials in their English classes. There were six hypotheses related to the use of video materials in the Vietnamese context. Fine focus-group interviews were organized to collect data from 25 English students learning in a tertiary institution in the Mekong Delta of Vietnam. The data revealed that Vietnamese students perceived using video materials to be effective. The animated videos with beautiful sounds helped improve their learning motivation. Regarding the existence of video materials on various online platforms, the students could learn outside the classroom as well as increase their learner autonomy. However, to integrate video materials into classroom activities, English teachers were required to have sufficient abilities to choose the appropriate videos for their learners. As a result, the study proposed several practical implications for educators who would like to use video materials in their classrooms.
Navigating Leadership and Identity: A Qualitative Exploration of Class Monitor Roles among Vietnamese English-Major Students Le, Thanh Thao; Nguyen, Dinh Phan; Ho, Thanh Vy; Nguyen, Thanh Hieu Vy; To, Thi Kim Tho
FOSTER: Journal of English Language Teaching Vol. 5 No. 1 (2024): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v5i1.155

Abstract

This qualitative study delves into the impacts of taking on the role of a class monitor among Vietnamese English-major students, focusing on the nuanced experiences and growth trajectories stemming from this leadership position. Conducted within two higher education institutions in the Mekong Delta, the research employed semi-structured interviews to capture the voices and narratives of 15 participants. Grounded in the Constructivist Grounded Theory and the Phenomenological Approach, the study unearthed several pivotal themes. These included feelings of empowerment through leadership responsibilities, the intricate balancing act of cultural mediation and dual identities, enhancement of English communication skills, the evolution of prioritization skills, profound introspective journeys towards self-realization, and a deep-seated desire to inspire and create a lasting legacy. The findings not only shed light on the multifaceted impacts of the class monitor role but also underscore the transformative potential of such positions in fostering personal and academic growth. The study contributes uniquely to the discourse on student leadership, offering educators, policymakers, and institutions a deeper understanding of the experiences and challenges faced by student leaders in a Vietnamese context. It emphasizes the importance of recognizing and harnessing the profound personal and collective journeys these roles can initiate.
Co-Authors Le, Thanh Thao Nguyen, Dinh Phan Nguyen, Thanh Hieu Vy To, Thi Kim Tho