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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Advances in Applied Sciences International Journal of Evaluation and Research in Education (IJERE)
Thi Tam, Pham
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Earth & Planetary Sciences Education Environmental Science Materials Science & Nanotechnology Mathematics Physics

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Investigating relationships between reading comprehension and oral reading fluency through AI-driven tool reading progress Duc Thuan, Pham; Thi Tam, Pham
International Journal of Advances in Applied Sciences Vol 14, No 4: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijaas.v14.i4.pp1192-1199

Abstract

This study investigates the relationship between reading comprehension and oral reading fluency components—accuracy and rate—among 113 Vietnamese EFL university students using the AI-powered tool Microsoft Reading Progress. Over 14 weeks, students engaged in weekly oral reading and comprehension tasks using integrated Microsoft Teams features. Fluency metrics (accuracy and rate) and comprehension scores were automatically collected and analyzed using Pearson correlation. The results revealed weak but statistically significant positive correlations between reading comprehension and accuracy (r = .257, p < .01), and between comprehension and rate (r = .289, p < .01), suggesting that improvements in fluency modestly support comprehension. A strong correlation between accuracy and rate (r = .765, p < .01) was also observed. The study highlights the effectiveness of Reading Progress in capturing fluency data and promoting self-paced improvement. However, limitations such as the short duration, localized sample, and constraints of accent recognition in AI-based speech analysis affect the generalizability and validity of results. The findings support the pedagogical integration of AI tools in EFL instruction while calling for future research with larger samples, extended timelines, and diversified digital tools to further validate and expand on these results.
Vietnamese EFL students’ use of grammar learning strategies: patterns, performance, and pedagogical implications Duc Thuan, Pham; Thi Tam, Pham
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35922

Abstract

There is a scarcity of research regarding the application of grammar learning strategies (GLS) in English-as-a-foreign-language (EFL) contexts. This study evaluates the use of GLS among 257 Vietnamese EFL students by analyzing their preferences, differences, and correlations with grammar performance. Data for the study were collected using the grammar learning strategy inventory (GLSI) and a grammar test. Descriptive statistics, independent samples tests, and Pearson correlation tests were utilized to examine strategy usage levels, gender and year-level differences, as well as correlations with grammar test scores. The results indicate a significant prevalence of GLS usage (overall mean of 3.5811) and social strategies were identified as the most frequently employed with a mean of 3.7245. No notable differences in strategy utilization were observed between genders or academic year levels, indicating a uniformity within the Vietnamese educational framework. Weak yet statistically significant correlations were observed between grammar test results with metacognitive strategies (r=0.179, p<0.01), affective strategies (r=0.123, p<0.05) and social strategies (r=0.114, p<0.05), suggesting that GLS contribute to grammar mastery, although they are not the sole determinants of success. Findings suggest integrating collaborative and metacognitive strategies into English grammar instruction to help foster more strategic and independent grammar learning habits among university learners.
Co-Authors Duc Thuan, Pham