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All Journal Edukasiana: Jurnal Inovasi Pendidikan
Nguyen Thi Huong, Lan
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Education Mathematics Other

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Journal : Edukasiana: Jurnal Inovasi Pendidikan

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Employing Mind Maps to Foster Proactivity of Students Majoring in English in the Grammar Study Nguyen Thi Huong, Lan
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i2.1150

Abstract

English grammar is a crucial and essential component in acquiring the English language. The acquisition of English grammar has emerged as a significant challenge for learners of all ages. This leads to the fact that identifying an effective approach to facilitate learners’ mastery of English grammar is material. Mind maps are deemed an appropriate option as they serve as a tool for articulating thoughts diversely, facilitating the effective utilization of both the left and right hemispheres of the brain to enhance activity and memory. As a result, mind maps have garnered heightened interest from educators. The study will examine the viewpoints of both instructors and students regarding the use of mind maps in the English grammar teaching and learning, grounded in the core aims and requirements of an innovative educational program. It is also designed to explore whether the implementation of mind maps in English grammar instruction can augment students’ engagement, promote learning efficacy, and foster learner autonomy, or if this approach constitutes an effective pedagogical method in teaching English grammar. To achieve the research goals, a quantitative method via a questionnaire is employed to assess stakeholders’ appraisal levels in educational activities. The findings indicate that both educators and learners greatly value the efficacy of utilizing mind maps in grammar instruction. Mind maps not only assist teachers in presenting lecture materials but also enable students to access and retain knowledge more effectively.
English Major Students’ Challenges in Acquiring Translation Skills from the Grammatical Perspective Nguyen Thi Huong, Lan
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i4.1310

Abstract

Translation is a crucial ability for those pursuing linguistics, especially in relation to English. The swift advancement of 4.0 technology and the proliferation of various artificial intelligence apps have conferred signigicant benefits upon language learners. Translation encompasses more than only changing a sentence from one language to another; it involves effectively conveying the speaker’s point to the listener. Consequently, the barriers encountered by learners, alongside elements pertaining to vocabular, semantics, and culture which is considered as the initial obstacle faced by translation learners is the gramatical disparity between the source language (SL) and the target language (TL). This study utilizes a mixed-method approach, integrating the quantitative method via a mini test and survey and the qualitative method through semi-structured interviews, to identify the types and frequency of grammatical errors commonly made by Vietnamese translation learners; to comprehend learners’s perceptions regarding the significance of grammar in translation; and to investigate the grammatical challenges faced by translation learners. The research findings indicate that learners acknowledge the importance of grammar and the grammatical obstacles to producing a natural translation, as well as the prevalence of specific types of grammatical errors occurring more often in Vietnamese – the learners’ first language (L1) and English (L2) translaitons compared to L2 to L1 translations.
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