Thi Manh Ha, NGUYEN (Asoko Nguyen)
About
NGUYEN, HA (Asoko) is an English lecturer at Saigon Polytechnic College, Vietnam. She specializes in General English, English for specific purpose (ESP), and Intercultural communications in language teaching. As a postgraduate student in M.A.in TESOL program at Ho Chi Minh University of Social Sciences and Humanities, Vietnam National University, Nguyen’s research interests focus on ELT, Language acquisition, Applied linguistics and Asian intercultural lingo studies. She is also a book author for children and young adults.Sessions
Asynchronous (Online) Raising Awareness of Collocation in EFL Classrooms: A Mixed-Method Study more
Fri, Apr 28, 12:00-Thu, Jun 1, 00:05 Asia/Seoul
This paper reports a mixed methods study using an exploratory design. It aims to record the responses of young adult students in learning English collocations in EFL classrooms when their awareness of the linguistic items was raised through instructional interventions. A total of 116 students whose ages ranged from 16 to 24 years old participated in the research procedure. First, the participants responded to the surveys, then 50 of those students were interviewed for in-depth exploration of their English collocation awareness. A statistical analysis of the survey data, a theme analysis of the interview data, and an interpretation of integrated quantitative/qualitative findings were included in this study’s data analysis scheme. Findings show that as students' awareness of collocation is raised in EFL classrooms, they perform better in learning English collocation and are more confident speakers of English who sound more natural when they practice.
Asynchronous (Online) An Action Research on Teaching English Pronunciation Using English Songs in EFL Classrooms more
Fri, Apr 28, 12:00-Thu, Jun 1, 00:05 Asia/Seoul
This paper aims to identify an effective technique in deploying English songs in teaching English pronunciation in EFL classrooms in Long An province (Mekong delta region in the south of Vietnam). High school students find it challenging to pronounce many English words. To enhance students’ production of the various sounds and supra-segmental features of English, the researchers used English songs as a supportive technique in EFL classrooms. Using an intuitive-imitative approach the steps of planning, acting, revising and reflecting in the classrooms was recycled. To collect data 120 students were invited to respond to surveys and 30 were interviewed to share their perceptions and thoughts regarding their English pronunciation improvement if any. Thematic analysis and statistical analysis were used for each type of data collection. The main findings suggest that learning English pronunciation with English songs is effective. Mainly, students improve rhythm and gain accuracy in pronunciation of the tonic unit of the utterance, which helps them speak confidently to some extent.
