ORCID Profile
0000-0002-4674-7199
Current Organisations
FPT University
,
Victoria University
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Publisher: Informa UK Limited
Date: 14-06-2023
Publisher: Springer Science and Business Media LLC
Date: 06-03-2023
Publisher: Springer Science and Business Media LLC
Date: 12-12-2022
DOI: 10.1186/S40468-022-00206-0
Abstract: Achieving a sufficient IELTS band score for academic purposes has been a major goal of many L2 learners around the world, especially those in Asia. However, IELTS writing scores were consistently reported to be the lowest when compared to the scores in speaking, reading, and listening. Despite a growing body of research in IELTS writing, little focused on the role of model essays and noticing hypotheses. The present study aimed to fill in this gap by examining whether or not the implementation of both noticing hypothesis and model essays had a discernible influence on learners’ IELTS task 2 writing. To reach this goal, a quasi-experimental design including a pretest and a posttest was conducted with the voluntary participation of 52 undergraduates. These participants were ided into two groups: control group (CG, n = 25), learning in the conventional method (peer feedback and teacher feedback), and experimental group (EG, n = 27), using the noticing-model essays method. Following this, semi-structured interviews were performed to gain insights into the quantitative data. The results from this mixed-methods approach showed that there were significant gains in the overall performance and in the lexical resources subscale in the EG while no considerable changes were observed in the CG. Additionally, the other subscales (task response, grammatical range and accuracy, and cohesion-coherence) did not witness any significant differences between the two groups. Several pedagogical implications and recommendations for future research, especially in the Asian context, were also discussed.
Publisher: Frontiers Media SA
Date: 22-12-2022
DOI: 10.3389/FEDUC.2022.1086170
Abstract: Online education has become more prevalent in the 21st century, especially after the COVID-19 pandemic. One of the major trends is the learning via Massive Open Online Courses (MOOCs), which is increasingly present at many universities around the world these days. In these courses, learners interact with the pre-designed materials and study everything mostly by themselves. Therefore, gaining insights into their satisfaction of such courses is vitally important to improve their learning experiences and performances. However, previous studies primarily focused on factors that affected learners’ satisfaction, not on how and what the satisfaction was. Moreover, past research mainly employed the narrative reviews posted on MOOC platforms very few utilized survey and interview data obtained directly from MOOC users. The present study aims to fill in such gaps by employing a mixed-methods approach including a survey design and semi-structured interviews with the participation of 120 students, who were taking academic writing courses on Coursera (one of the world-leading MOOC platforms), at a private university in Vietnam. Results from both quantitative and qualitative data showed that the overall satisfaction of courses on Coursera was relatively low. Furthermore, most learners were not satisfied with their learning experience on the platform, primarily due to inappropriate assessment, lack of support, and interaction with teachers as well as improper plagiarism check. In addition, there were moderate correlations between students’ satisfaction and their perceived usefulness of Coursera courses. Pedagogically, teachers’ feedback and grading, faster support from course designers as well as easier-to-use plagiarism checking tools are needed to secure learners’ satisfaction of MOOCs.
Publisher: International Association of Online Engineering (IAOE)
Date: 15-02-2023
DOI: 10.3991/IJET.V18I03.34919
Abstract: The integration of technologies into education, especially language learning, has become more prevalent in this information age. One of the widely used tools for supporting second language (L2) vocabulary acquisition is Quizlet. Despite its increased popularity, empirical research on the effectiveness of Quizlet in enhancing L2 learners' lexical retention is still limited. Furthermore, most works primarily used conventional statistical methods such as t-tests or ANOVA, which might generate errors of Type I and II. This study aims to fill in these gaps by examining the impact of Quizlet on the lexical gains of EFL students at a private institution in Vietnam. Fifty-nine undergraduates participated in the study and were separated into two groups. The control group (n=28) did not utilize Quizlet during the in-class lessons, while the experimental group (n=31) revised vocabulary using Quizlet on a weekly basis. During four weeks, the experimental group reviewed thirty-two target words, ided into four sets (one set including eight items). Each set was utilized for one week in class under the supervision of the teacher. The data from the pretest and posttest were analyzed using Generalized Linear Mixed Model to generate more reliable statistics. The results demonstrated that learners in the experimental group achieved significantly better scores than those in the control group. Therefore, it could be concluded that Quizlet should be implemented in the classroom as a review or practice activity on a regular basis.
Publisher: Elsevier BV
Date: 12-2021
Publisher: Adam Mickiewicz University Poznan
Date: 31-03-2023
DOI: 10.14746/SSLLT.29727
Abstract: The present study investigates the impact of meaningful input on L2 learners’ vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners’ prior vocabulary knowledge and working memory. Ninety university students learning English as a foreign language were randomly assigned to one of three groups: input (N = 29), input repetition (N = 32), and no-input (i.e., baseline group) (N = 29). The input group watched L2 videos prior to performing an immediate oral task, whereas the input repetition group watched the same videos not only before but also after the immediate oral task. The no-input group only performed the oral tasks without watching the videos. The three groups repeated the same oral task after two days. Results did not show a significant effect of task repetition, input, and input repetition on learners’ lexical use and fluency. However, the fluency and lexical complexity in learners’ L2 speech can be predicted by their receptive vocabulary knowledge and working memory capacity to some extent.
Publisher: Hindawi Limited
Date: 29-11-2022
DOI: 10.1155/2022/8683671
Abstract: In the twenty-first century, with the evolution of technologies, teaching and learning practices, especially in second language acquisition, have taken a significant leap. Numerous applications and software have been created to facilitate and boost learners’ L2 vocabulary. The goal of this study is to examine the effectiveness of Quizlet in enhancing lexical retention of EFL students at a private institution in Vietnam in two learning modes: at home and in class. Eighty-nine university students participated in the study and were separated into three groups. While the in-class group ( n = 31 ) had weekly sessions of vocabulary revision in class with their teacher, the at-home group ( n = 30 ) did the weekly reviews on Quizlet at home by themselves. The control group ( n = 28 ), however, did not utilize Quizlet for vocabulary review either in class or at home. During four weeks, the three groups learned and practiced 32 target words, ided into four sets ( 1 set = 8 items ), with each set utilized in one week. Via a quasi-experimental design including a pretest and a posttest, the quantitative data were analyzed with the employment of the Generalized Linear Mixed Model to generate reliable outcomes. Semistructured interviews were conducted after the posttest to gain insights into learners’ opinions on Quizlet use. The results indicated that Quizlet was effective in boosting lexical gains in second language acquisition and that most participants were interested in interacting with this tool for reviewing vocabulary. However, there was no statistically significant difference in lexical gains between the at-home and in-class groups. Pedagogical implications, as well as recommendations for future research, were also discussed.
No related grants have been discovered for Long Quoc Nguyen.