ORCID Profile
0000-0002-9149-5066
Current Organisations
HQT Education Ltd.
,
Ho Chi Minh City University of Education
,
Nova College
,
Suranaree University of Technology
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: TESL-EJ Publications
Date: 05-2022
DOI: 10.55593/EJ.26101A1
Abstract: Social distancing due to COVID-19 has necessitated the immediate implementation of Internet-based English language teaching (ELT) in developing countries. This abrupt transition from face-to-face to online learning and teaching environment has brought up many concerns, particularly about maintaining ELT education in crises, one of which is how teachers scaffold students in Internet-based classrooms. Although there is an extensive body of research devoted to scaffolding students’ learning in face-to-face ELT classes, effective teachers’ scaffolding strategies in online classes are still worth receiving further scholarly attention. Therefore, this article reviews contemporary research on scaffolding strategies for teachers to apply in their Internet-based ELT classes. After discussing the inherent difference between scaffolding and support, and the relationship of scaffolding, support, and linguistic competence, the author synthesizes and systemizes scaffolding functions, intentions, and strategies applicable to the Internet-based English class. The author also suggests practical recommendations that teachers can utilize to scaffold students in differential teaching and learning contexts on the Internet. Finally, this article addresses some common challenges and suggests solutions for teachers to conduct scaffolding strategies effectively in Internet-based ELT classrooms.
Publisher: IGI Global
Date: 09-2022
DOI: 10.4018/978-1-6684-5083-3.CH015
Abstract: Using a netnography design, the current study attempts to discover in the middle of the COVID-19 pandemic, how teachers alter their assessment approach to account for students' vulnerability to traumas and how institutional regulations and administrative actions impact these assessment plans in online emergency ELT speaking and writing classes. Three teachers from beginner, intermediate, and advanced classes took part in the investigation throughout 12 asynchronous and synchronous sessions. The qualitative data were collected using observation notes and interviews with the three teachers. The findings reveal that although the teachers have been trained in trauma-informed assessment practices prior to their course, they could not always succeed in implementing these practices. However, it is worth noting that their classrooms often share the common characteristics of a trauma-informed approach, and institutional policies and administrative decisions could significantly affect the trauma-informed practices of the online emergency ELT classrooms.
Publisher: National Research University, Higher School of Economics (HSE)
Date: 30-09-2020
Abstract: This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective may be that the language teachers should not rely mainly on prescribed coursebooks, but teach design tasks based on learners’ problems and interests. There should be more studies on various aspects of Dogme ELT, although it satisfies most, if not all, basic principles in English language teaching theoretically. The authors also figure out gaps in research and recommendations for English language teachers and learners.
Publisher: Al-Kindi Center for Research and Development
Date: 31-05-2020
DOI: 10.32996/IJLLT.2020.3.5.8
Abstract: The young and vibrant 243-year-old U.S. has long claimed its status as a world power. As stated by the U.S.'s Congressional Research Service (2019), the U.S. shoulders the responsibility of defending and promoting freedom, democracy, and universal values, which means that America, being an active internationalist global leader, a superpower, and a world policeman, has been maintaining the power of manipulating partially, if not most, the whole world. This attention gains more significance as Donald Trump aims to take center stage once more in the presidential c aign in 2020. The way Americans choose their presidents will affect the world situation in many respects. While it is noticeable that there is an anti-intellectual trend in presidential discourse (Lim, 2008), Trump's presidential linguistic style is highly distinctive in terms of its simplicity, anti-elitism, and collectivism (Oliver & Rahn, 2016). Realizing the importance of Donald Trump's linguistic presidential style, the attention that it drew, and the likelihood that Trump may reuse his approach in the 2020 presidential c aign, this study focuses on the first presidential debate's strategies of Donald Trump in 2016. The analysis of the debate's strategies is influenced by the works of Fairclough (1993), Halliday (1971) and Goffman (1967). The results of the study revealed that Trump combined four strategies of presidential debates, including (1) self-acclamation, (2) describing opposing candidates through the verbal attack, (3) self-rectification or image-enhancement through the defense against opposing candidates' blaming argument, and (4) extra-vocalization. Trump's presidential speech is a source of valuable knowledge that makes use of both typical candidates' traditional strategies with a more business-oriented approach. It is hoped that this study might be a valuable foundation on which researchers can rely to consider Trump's changes in linguistic style when he comes to the upcoming presidential c aigns in 2020.
Publisher: Vietnam Journal of Education
Date: 29-06-2021
DOI: 10.52296/VJE.2021.71
Abstract: Peer observation is among the popular tools to evaluate teacher's performance in the classroom. As education evolves and becomes more eclectic, the focus of peer observation is not merely to assess teachers but also to facilitate them in pursuing their professional development. Characterized by the SALSA (Search, Appraisal, Synthesis and Analysis) framework of Grant and Booth (2009), this critical review searches, appraises, synthesizes, and analyzes the literature in contemporary models of peer observation globally, based on which the author adopts two peer-observation models left out by other researchers. The article then critically discusses the questions regarding the benefits and concerns, as well as proposes holistic solutions to enhance peer observation of teaching. Finally, the author points out the research gaps and offers further pedagogical recommendations for applying peer observation of teaching as a professional development protocol from both managerial and professional perspectives.
Publisher: Penerbit Universiti Kebangsaan Malaysia (UKM Press)
Date: 29-06-2021
Publisher: Turkish Online Journal of Distance Education
Date: 04-2023
Abstract: This large-scale study aimed to investigate the impacts of underlying factors on lecturers’ burnout in emergency online classrooms during the outbreak of the Covid-19 pandemic. The study attracted the participation of 399 lecturers who are conducting online emergency classrooms from 30 universities and colleges across Vietnam. Data analyses with EFA, CFA, and SEM indicated that such factors as support resources, anxiety towards emergency online teaching and Coronavirus, lecturer’s technological and pedagogical content, and knowledge significantly impacted their burnout levels. In contrast, no significant difference in burnout states was found between lecturers with different demographic features, including different genders and their residence. The results from this study also suggested critical pedagogical implications for higher education leaders and administrators to prepare emergency online classes for sustained education in times of crisis.
Publisher: IGI Global
Date: 17-06-2022
DOI: 10.4018/978-1-6684-4148-0.CH002
Abstract: While a number of studies have explored the challenges faced by teachers, little has been known about how they navigated the teaching presence in online remote teaching during the COVID-19 pandemic. The present investigation explores how two English for Academic Purposes (EAP) teachers in a university in Thailand facilitated online language teaching and supported students' language learning in an online environment. Findings from the online classroom observations and interviews revealed that classroom pedagogical skills, knowledge of the online teaching and learning platforms, and teaching presence played a crucial role in an emergency remote and online teaching environment. Despite the lack of training for online language teaching, teachers' ability to strategize the transition to online teaching and their strong sense of resourcefulness and focus on the use of online platforms allowed them to mitigate the issues and face the challenges of the sudden shift to online teaching. The authors discussed the limitations and offered suggestions and implications for future studies.
Publisher: Castledown Publishers
Date: 09-04-2022
Publisher: Al-Kindi Center for Research and Development
Date: 30-08-2021
DOI: 10.32996/IJLLT.2021.4.8.22
Abstract: This critical review investigates the efficacy in using Task-based Language Teaching (TBLT) to boost learner communicative competence as TBLT is taking a pioneering role in developing communicative language in Asia and Vietnam. The application of TBLT in Vietnam has faced several problems, including exam-based learning programs, classroom constraints, and teachers' willingness for innovative approaches. Our in-depth analysis exposed why Vietnamese and Asian teachers cannot initially trust TBLT, and overcome these challenges to enhance communicative competence. The thorough review of research works in Asia evinced that (1) TBLT can holistically improve communicative competence and (2) the criticisms against TBLT can be solved with patience, flexibility, strategic task design, and openness. Then, the authors suggested a table for TBLT practitioners to consider based on students’ level of proficiency to cater to different teaching contexts and other pedagogic suggestions to implement TBLT in exam-oriented classes. Finally, we also introduce some research gaps for further investigation.
Publisher: Wiley
Date: 27-09-2022
DOI: 10.1002/TESJ.677
Abstract: This article points out the need for postlesson affordance‐based reflective discussions as the traditional outcome‐based approach does not allow high levels of reflection to take place. After introducing the iceberg of reflection, it proposes a theoretical ground for discussions on the premise of learning affordances. Identifying the learning opportunities and factors of inhibition, teachers can holistically assess their teaching practices and orient the direction of future lessons. The article also suggests that postlesson affordance‐based discussions should channel more erse stakeholders with teacher–student discussions, peer discussions, and self‐discussions based on the four lenses of critical reflection. Teachers can also invite different stakeholders in a joint discussion so that different voices can triangulate and complement each other. Acknowledging the importance of differential learning and teaching, the author recommends how teachers can hold discussions in different classroom contexts to foster language emergence and empower learners.
Publisher: Frontiers Media SA
Date: 09-06-2022
DOI: 10.3389/FEDUC.2022.911910
Abstract: During the shift from face-to-face to online emergency classes due to the COVID-19 pandemic, learners of English as a Foreign Language (EFL) were under constant pressure to familiarize themselves with the once-in-many-generations learning context. Based on the cultural-historical activity theory (CHAT), this qualitative study investigated factors contributing to EFL learners’ academic burnout at Open University, Vietnam. The interviewees were seven students, two teachers, and two administrators recruited using a theoretical-based s ling technique. The data consisted of iterative rounds of interviews which lasted approximately 60 min each until the data saturation point was reached. The content analysis revealed six factors that impacted EFL learners’ physical and psychological exhaustion, including prolonged online learning time, privacy concerns and cyber-bullying, teachers’ role, institution’s role, and support community outside the classroom. Also, teachers’ insufficient preparation for online teaching and students’ academic misconduct during exams were factors that created EFL learners’ academic cynicism. Finally, participation in social networking sites’ extracurricular activities, participation checking, and cheating in exams affected the last dimension of academic burnout, the sense of academic achievement. Based on this study, the authority, administrators, and teachers can take a more proactive role in supporting students in curbing their academic burnout during this unprecedented pandemic. The authors also hope that this study can lay the foundation for further humanistic research into the EFL learner’s psychological world in online classes, particularly when each student’s social and cultural background is considered.
Location: No location found
No related grants have been discovered for Quang Nguyen.