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All Journal Studies in English Language and Education Jurnal bahasa, sastra, seni, dan pengajarannya
Vu, Thao
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Arts Education Languange, Linguistic, Communication & Media Library & Information Science Other

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Learning English in the shadow: Patterns and implications of English private tutoring in Vietnam Nguyen, Lan Thi Huong; Vu, Thao
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.37898

Abstract

Private tutoring has grown in prominence on a global scale. While research in this area has increased in recent decades, there remains a lack of focus on English private tutoring. This gap is particularly evident in Vietnam, where research on English private tutoring has not kept pace with its growing popularity. This article sheds light on the prevalence of English private tutoring among students in public high schools in Vietnam. The study examines the rate, patterns of enrolment, the reasons for its popularity and the perceived effectiveness of English private tutoring. Based on questionnaire data collected from 583 urban, regional, and rural school students, the findings revealed an enrolment rate of over 75%, with notable disparities in enrolment patterns among students in different socio-economic areas. However, despite the prevalence of private tutoring, the research findings revealed a modest impact of such tutoring on student academic performance, evidenced by over 75% of the students reporting slight improvement in their communicative skills. Irrespective of academic achievement levels and backgrounds, private tutoring has been a widespread and normalised educational practice, reflecting the nature of social and educational competition. The study emphasises the need for more proactive measures to regulate the practice before it is well-engrained as part of the culture.
Understanding the roles of images and intermodal relationships for optimized use of visual and verbal resources in Vietnam’s textbooks for lower secondary levels Febrianti, Yusnita; Vu, Thao
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 51, No. 1
Publisher : citeus

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Abstract

The study investigates the roles of images and intermodal relationships of both language and images in two English textbooks used in Vietnamese lower secondary schools, namely Tieng Anh and Solutions textbooks to gain insights on the ways to optimise the use of both language and images as resources in teaching and learning activities. Kress and Van Leeuwen’s (1996, 2006) framework on the grammar of visual design is used to analyse the images, looking at the types of image representations and the compositional meanings. The language-image relationships in the books, on the other hand, are analysed using the framework of Intermodal Identification (Unsworth & Cleirigh, 2014). Intermodal identification is built on the notion that language complements the meaning of the image and vice versa. Language identifies image by glossing the image participants which are not encoded in the language elements. Image identifies language in three aspects: intensive to visualise quality such as shape, colour, or texture, possessive to visualise additional participants which are not explicitly addressed in the language and circumstantial to visualise the elements of locations in the language. While image in textbooks has always been considered essential as a source of teaching and learning materials as well as helping students to learn, this study suggests that the role of image is augmented when juxtaposed with the accompanying language. The study implies the need for further investigation, for example in the classroom action research on how language and image resources can be utilised in teaching and learning activities. Also, the result of the study may be replicated to analyse language-image relationship in different samples of textbooks.
Co-Authors Nguyen, Lan Thi Huong Yusnita Febrianti