Role of English Research Papers

From Pilot Project to Permanent Status: Community Colleges in Vietnam

2023, Handbook of Comparative Studies on Community Colleges and Global Counterparts

The primary goal of this chapter is to trace the evolution of the community college concept in Vietnam in light of local demand, national goals and global trends. Emphasis is placed on how Vietnam's adaptation of a community college model... more

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Vietnamese Language Teaching For International Students in Vietnam Through Cultural Tourism Activities

by Anh Lưu

2022, The International Journal of Social Sciences and Humanities Invention

At the present, there are many researches on Vietnamese language teaching methods for international students. However, the study on the organization of cultural tourism activities for international students as a visual teaching Vietnamese... more

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Under the impacts of globalisation: the rising power of English as a foreign language (EFL) and the corresponding response of EFL policy in Vietnam

by Anh Ngoc Quynh Phan

2022, SN Social Sciences

Foreign language planning and policy in developing countries such as Vietnam have been experiencing transformations since the whole nation, heading to a knowledge economy, is subject to the influence of globalisation with cross-border... more

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Vietnamese Language Teaching For International Students in Vietnam Through Cultural Tourism Activities

by Anh Lưu

2021, The International Journal of Social Sciences and Humanities Invention

At the present, there are many researches on Vietnamese language teaching methods for international students. However, the study on the organization of cultural tourism activities for international students as a visual teaching Vietnamese... more

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ERL Journal Volume 2 Introduction The wider context of the second volume

by Michał Daszkiewicz

2021, Educational Role of Language Journal

Introduction to the second volume of Educational Role of Language Journal entited 'Enhancing Multiculturalism in EFL Communication’ (available for downloads on the profile of Educational Role of Language Association). It covers for parts:... more

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ERL Journal Volume 2: Enhancing Multiculturalism in EFL Communication

by Educational Role of Language Association ERLA

2021, Educational Role of Language Journal

The experiencing of language, which was the eponymous issue of the first volume and which acquires both an individual and social character, laid the foundations for ERL Journal. It has prompted us, meaning academics involved in the... more

1 "Communicative competence refers to a person’s ability to act in a foreign language in a linguistically, sociolinguistically and pragmatically appropriate way" (CEFR, 2001: 9). ble Fd Thus the concept of communicative competence and the prominence given to _ its ociolinguistic/sociocultural dimension (i.e. the skills for effective language use in real-life ommunicative situations) turned into the cross-section of language and culture in language education heories. Taking into account the culturally determined character of communicative competence (which nay only be realized by native speakers of the language in situations of intercultural communication - i.e. vhen interacting with people from another culture), Michael Byram (1997) proposes his Aultidimensional model of intercultural communicative competence (see Figure 1) as an extension of he communicative competence concept which includes intercultural competence.

From that, this paper focuses on using Skype in the classroom to promote EFL learners’ exposure to multiculturalism from a case study. The study has attempted to address the key points of (1) the motives for bringing different values of culturalism to the learners in the research context, (2) the practices of how Skype in the classroom can be applied for multicultural connections around the world, and (3) the common curiosity about other cultures through the exposure to multicultural classrooms. THTUTUICUILUT GHOST CdGIt Ve CHIME UUCU HAGLUIGHY THE CIGSSTUUITE SILUGLIUITOS. Regarding the aforementioned reasons, a lot of research has been conducted relevant t multiculturalism from different perspectives about the societies for fewer discriminations, mor equalities, and conditions in multicultural education. Similar cases are found related to the use of Skyp in the classroom for developing one or some language skills or communication. However, the gap o these studies is that none is found related to the learners’ exposure to multiculturalism through the us of Skype. From the reality of the teaching practice in the Mekong Delta of Vietnam, the data from survey shows that only 8 (approximately 5.6%) out of 144 participants have used or have bee introduced to Skype in the classroom to connect with teachers from other places regardless th purposes of their connections. In a different public poll recently this year to quickly grasp the way hov Skype has been used by teachers on social media, forty-seven participants responded to the poll and th distribution of the purposes to use Skype can be found in the following graph. It can be seen that mor than half of the population has used Skype for creating a creative and cooperative learning environmen that shares some possibilities and common ideas with using it for the exposure to multiculturalism in th faciic of thic ctiidyv.

Figure 1: Which Social App do you use for your communication? The result clearly indicates that the number of WhatsApp users is higher than any other social media application. It is revealed that for communication WhatsApp is more user-friendly, easy, accessible and effective. Facebook and Twitter secured second and third place respectively.

Figure 2: State to what type of WhatsApp Group are you associated with? More than seventy percent of respondents have responded that they are associated with socio- cultural group which is followed by Educational/Informative group on the second spot. Family/Friends group is also very popular among students and it secured third place.

Source: Data collected through questionnaire Figure 5: In which format do you transmit information on WhatsApp?

Figure 3: Which language do you prefer while transmitting information on WhatsApp? The result reveals that mostly students favored combination of both Hindi/English as their language for transmitting information through WhatsApp. Hindi and English language secured second and third spot respectively. The other regional languages are least preferred by the respondents.

Figure 4: How many hours do you spend on WhatsApp?

The results reveal that eighty percent of the respondents have preferred combination of both text and multimedia for transmitting information on WhatsApp. After this, respondents preferred the medium of text, multimedia and other respectively.

The result clearly indicates that the effective use of language through WhatsApp adds in acknowledging culture and tradition in a deeper way. Ninety percent of the respondents agree that WhatsApp helps in acknowledging culture and tradition.

Figure 8: Application of WhatsApp is useful in enhancing listening, speaking, reading, and writing skills. Source: Data collected through questionnaire

Figure 9: How do you understand and promote others culture while using WhatsApp? Ninety percent of respondents feel that combination of audio and video clips as well as WhatsApp/Videc call helps them to listen with more accuracy, to speak with more confidence, reading with deepe understanding and writing flawlessly and with less grammatical errors in language.

Figure 10: What is the nature of WhatsApp messages that you transmit? Fifty-Five percent of the respondents who are in fact college students through their different socio- cultural group share messages ingrained with educational/academic/professional background. The respondents also actively exchange messages related to entertainment as well.

Figure 1: Connection between a foreign language and global citizenship education. In general sense, a (foreign) language reflects reality and helps learners to admit the existence of the social context. This idea illustrates strong links between learning a foreign language and comprehension of slight changes in the notions of identity, culture and communication. Dimensions of global citizenship comprise the foreign language skills, and communication is seen as a constituent element of an identification of a global citizen.

Figure 1: Motivations for learning English. In another study, Yurtseven, Altun and Aydin (2015) found another affective factor which influences prep students’ attitudes towards learning English. They found out that creating a nonthreatening atmosphere while teaching English have a positive effect on prep class students’ learning process. In his study, Abdulhafidh (2015) focuses on the importance of learning English in present day higher education. He underlines the fact that regardless of the country, the medium of instruction and subjects studied, English is always in the center of the studies or education. For internationalization of higher education, English is not only locally but globally required as an important source of accessing students' major knowledge in all field as well as communicating with the most reputed universities worldwide English is also a medium in pursuing a variety of degree programs and finding high-quality jobs and positions in educational institutions and foreign companies elsewhere.

The teacher also communicated with the group members via comments and statuses (Figure 2). The comments enabled the researcher to give feedback for individuals (though it was also visible to the audience). From the fifty-seven teacher’s comments in the study group, thirty-eight were related to feedback and in nineteen cases the teacher gave assignment instructions. (3) communication about unfamiliar concepts in the study material via comments (cohort 1: 1). The analysis of the available Facebook group data enabled a deeper insight into the discussed topic. Twenty-four students (11 from cohort 1 and 13 from cohort 2) exchanged 237 messages with the teacher. Similar to the diaries mentioned above, students sent files with completed extra tasks (11 from cohort 1 and 11 from cohort 2), received feedback (11 from cohort 1 and 11 from cohort 2), and asked for course information (4 from cohort 1 and 1 from cohort 2). There was not a single example of S-T chat regarding study problems. Research participants communicated in English or Slovak, while both formal and informal language forms (including deviant uses) were noticed (see Figure 1).

Let us now focus on the coding system for this category. Twenty-three students noticed improvements in S-T interaction. They referred to three different improvements fifty-three times (30x in the interviews and 23x in the diaries).

Figure 3: Examples of S-S communication via comments and a status.

Legend: S-T communication - a wider category used to cover related data; I.) Facebook speeds up S-T communication - a more precise code used to cover similar data; a.) Facebook communication is faster than e- mail communication - a sub-code used to further differentiate data within a code; 44x (I: 24x; D: 20x) - the code was recognized forty-four times in the data (24x in the interviews and 20x in the diaries)

Source: Developed by the authors on the basis of literature review Figure 1: Importance of English for effective presentation skills.

-roposed activities for effective presentation skills

studies blending educational with linguistic studies need to comprise all these aspects. General rationale. Language lies at the heart of schooling, culture, (learning and teaching) methods, and personality — thus underlying education on the individual and on the social level. Its social existence determines its experiencing by an individual person and vice versa. Both these levels matter when it comes to learning and teaching methods as well as schooling as a whole. Socially determined and individually experienced, language shapes culture and education, and, from an individual perspective, it defines a person’s place in the world and defines the world in which a person is placed.

comprises these four dimensions, which implies a need for their comprehensive studies. General rationale. How language affects a person’s education depends on multiple axiological, psychomotor, affective, and cognitive factors. For instance, what a person thinks of language (e.g. on whether it is worth speaking or not) and how much a person speaks determines that person’s mental faculties. Conversely, how a person understands a given issue (as well as how s/he feels about it) impacts on how interesting utterances s/he produces. Hence, there exist relationships between language and all the aforementioned educational domains.

Proposed classroom activities at the graduate level Table 1: SWOT Analysis based on the result of the study.

Source: Gimenez & Sheehan (2008). Global citizenship in the English language classrooms, pp. 30 Table 1: Integrity of the communicative competences (foreign language skills and dimensions of global citizenship The close association between a foreign language and development of global citizenship witnesses increasing significance of a foreign language in the global context and its need to be initiated at pre-primary school. Internationalism, globalization and wide opportunities create favorable conditions for the young learners to expand a field of communication, to contact a greater variety of the peers from the entire world. A foreign language (especially the English language) is involved into a creation of the wider global community and development oft global citizenship.

Source: UNESCO (2015). Global citizenship education. Topics and learning objectives. Table 2: Global citizenship education at pre-primary school.

Table 1: Category system “beliefs about quality criteria of EFL teaching and learning in general”.

*Mentions in Language Learning Biographies (absolute numbers and percent); **Single-, partner-, groupwork

Table 2: Category system “beliefs about quality criteria of EFL teaching and laarning with a lavical fariic” As for the first research question, it is safe to say that students’ beliefs about quality criteria of EFL teaching and learning (with a lexical focus) at the onset of the classes clustered around the principles of learner-oriented, communicative EFL teaching and learning scenarios, the structure and implementation of which lies almost exclusively in the teacher’s hands. Multilingual-sensitive aspects play a subordinate role, although students’ Language Learning Biographies uncovered their own rich multilingual resources, which, however, seem to be dominated by more monolingually shaped beliefs. From an epistemological perspective, students’ beliefs at this point predominantly mirrored a “realist worldview”: although

bea To what extent do you think that first grade teachers in elementary school shoul: cooperate with kindergarten teachers on literacy enhance To examine how teacher's characteristics were related to their perceptions and practices, we compared the derived perceptions and practices factors and the following characteristics: years o teaching experience, level of teacher education, co-location and area of school. Using analysis o variance (ANOVA), a comparison between the years of teaching experience and co-location of schools their beliefs factors yielded significant differences among the groups on their beliefs about the need o cooperation. Specifically, the kindergarten teachers with the most years of service were much more positive (43.1%) about the need for cooperation, while among teachers teaching in the first grade o primary school, those whose school was co-located with a kindergarten seemed to agree more with the need for cooperation. (Cramer’s V=0,181. x2=10.035, df=4, p<0.05). . Table 1: Perceptions about the need of cooperation.

To what extent do you believe that first grade teachers of elementary school cooperate with kindergarten teachers for literacy enhance The correlation of the responses of kindergarten and school teachers to this question with the variable "school unit co-location" showed that the kindergarten teachers whose unit is co-located with a primary school stated that they agreed a little (34.4%) or quite a lot (8.6%) with the existence of collaboration; compared to the teachers who, when their school is co-located with a kindergarten, say that they agree quite a lot (40.3%) and a lot (14.8%) with the existence of collaboration. Specifically, kindergarten teachers whose school is co-located with a primary school express a disappointment as they find that co-operation is non-existent, unlike teachers who believe co-operation significantly thrives through co-location. Table 2: Perceptions about cooperation.

However, their responses differed significantly for both "the teacher" (t = 3.153, df = 229, p <0.05) and "the student" (t= 2.562, df = 241, p <0.05), depending on whether the primary school teachers stated that the school they serve is co-located with a kindergarten. The correlations of the variables showed that school teachers who stated that their school was co-located with a kindergarten placed less emphasis on "the teacher" (Average = 4.63, Standard Deviation = 1.41) and greater emphasis on "the student" (Average = 2.61, Standard Deviation = 1.17).

Figure 2: Examples of S-T communication via comments and statuses.

Table 1: S-T and S-S communication via the EAP 1 Facebook group.

Table 1: The results of the analysis of the student teachers’ projects.

Below the main outcomes of each MA project are presented, as specified by its author, which orresponds to research question 1d/. COTPreEspONnas lO FeseafCh) QUESUON LQ/. Student A: The study revealed that both the students and the teachers valued the ability to communicate successfully with the representatives of different cultures. This ability was considered to be crucial in education, professional career and everyday life. However, the results of the study showed that teachers lack preparation to teach intercultural competence.

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Policies on science and technology activities in higher education institutions: current situation and solutions

by IOSR Journals

2021

This article generally evaluates the policy system of science and technology activities in higher education institutions in Vietnam in terms of: investment in the development of science and technology potentials, incentives on science and... more

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Policies on science and technology activities in higher education institutions: current situation and solutions

by IOSR Journals

2021

This article generally evaluates the policy system of science and technology activities in higher education institutions in Vietnam in terms of: investment in the development of science and technology potentials, incentives on science and... more

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High quality human resource development approach of Vietnamese enterprises

by Tony Ng.

2020, International Journal of Multidisciplinary Research and Development

This report provides multi-dimensional impact of the fourth industrial revolution (industrial revolution 4.0) that has been rapidly changing labor market structure. This will put great pressure on the labor market. Developing countries... more

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Vietnamese Language Teaching for International Students in Vietnam through Cultural Tourism Activities

by Valley International

2020, The International Journal of Social Sciences and Humanities Invention

At the present, there are many researches on Vietnamese language teaching methods for international students. However, the study on the organization of cultural tourism activities for international students as a visual teaching Vietnamese... more

Applying cultural tourism activities to teach Vietnamese language to international students is a type of thinking method by direct interaction with the tourism Vietnamese language environment in order to search, simulate or establish sentence structures, vocabulary, communication methods in Vietnamese as a foreign language of the objects of thought are foreigners. In which, the subjects that organize and carry out activities are Vietnamese language teaching institutions and teachers, the receiving objects are international students, the space to organize learning Vietnamese language is the destinations or tourism localities outside the place where Vietnamese language institutions are located, the time of teaching activities lasts from 1 session (for near destinations to several days (for long trips, or studying programs with many sessions), the goal of the curriculums is to achieve highest efficiency in teaching Vietnamese language for foreigners. In the scope of this article, we try to develop a process for the method of application cultural tourism activities to teach Vietnamese language for international students that includes the steps in the diagram below (Figure 1). Tours and tourism activities for teaching work will be organized by teaching institutions or teachers themcelvec. MESA, Me SA SR eee een ge Be Be ee: Bee eee Step 3: Coordinate the network of factors, relationships to practice teaching and learning Vietnamses language in cultural tours. Teachers and teaching institutions need to closely contact with the stakeholders in the program to have specific and effective organizational plans for the teaching activities in tours. Stakeholders include: local authorities, local community of destinations, restaurants, hotels, transportation units. In particular, especially the role of the local communities. Their participation, consensus or support in Vietnamese language teaching activities in localities will be highly effective for the curriculums. In addition, teachers must know how to integrate all existing learning facilities (learning materials, local visual environment, information channels from sources...) to serve the most convenient teaching work.

ills under the guidance of teachers. tep 5: Evaluate the effects of curriculums. Evaluation criteria include: level of Vietnamese language used by students after tl id of the cultural tours (teachers evaluate), curriculum (teachers evaluate), study programs (students evaluate through 4 bas ements according to the diagram of Figure 2), Vietnamese language ability of students in the activities at the destinations (if an cal communities review). From the results obtained through evaluation channels (can use questionnaires or tests, dire ssessments), Vietnamese teachers and teaching institutions will have the correct conclusions about the effectiveness of educatic rograms. Teaching institutions build scale of assessments and effectiveness of the whole program based on the teachir bjectives. The scale and the evaluation criteria should be identical to the students and student’s countries. However, it mé spend on differences in capacity, culture, socio-economic conditions of the national groups of students, curriculums will | einen? and thn orca lnatinn orstarca «oll hea enardihire ac canara Vietnamese Classes. "Globalization is a term that people often refer to when talking about integration beyond the borders of the territory. It makes people have to choose either to integrate to develop together or to stand alone to become obsolete and eliminated. If they want to develop, then they have to change, transform what is fundamental and inside of their country to better suit the diverse trend in process of globalization" (Luu Tuan Anh, 2017, p.21). Currently, Vietnamese language teaching for foreigners in Vietnam needs to change, more and more diverse in approach methods, how to proceed to be able to integrate well into the globalization trend in the world. "Learning language is now recognized as the process of exploring the ability to use language in accordance with specific communication situations" (Nguyen Thi Thanh Truc & Luu Tuan Anh, 2013, p.542). The method of teaching Vietnamese language with cultural tourism activities proposed here is one of the improvements that need to be studied extensively for widespread use. This method enhances the role of communication activities of international students, while contributing to complete the content of teaching - learning Vietnamese theory in the direction of communication.

In addition to personality and ability, knowledge is also another important requirement of Vietnamese language teachers cultural tours. Teachers need to have knowledge of Vietnamese language (linguistics), regional and regional culture in Vietné (geography - culture - social life), teaching methods and ways of organizing tours (method). In addition, there are otk requirements for Vietnamese language teachers in tourism programs, such as it is necessary to have time and health to cond teaching activities (in one session, one day or more per day), know how to use technology to support teaching process, know hi to cook in some difficult cases in organizing meals for learners, knowledgeable about health care... The above four aspects need to be on the teachers in the process of applying cultural tourism activities to teach Vietname language for international students can be generalized with the diagram below (Figure 3). These four aspects will be linked a complement each other in the works of organizing and implementing the curriculum, to help them develop the most of their eff to make the curriculums as effective as expected. Figure 3: Required aspects of Vietnamese language teachers for foreigners by cultural tours (Luu Tuan Anh, 2019

Figure 4: Diagram of the process of receiving chg noi (floating market) vocabulary of international students when traveling in the floating market (Luu Tuan Anh, 2019) Figure 4: Diagram of the process of receiving cho ndi (floating market) vocabulary of international students when traveling in the floating market (Luu Tuan Anh, 2019) Teachers have 3 ways to design Vietnamese lessons for foreign students in cultural tours: (1) teachers will prepare lessons before arriving at tourist destination, during the field trip, teachers impose students in those prepared sentences. Teachers can type on papers and give them to students so that they can practice them, which can be added to English or learner's languages so that they can follow them easily. These materials can help students learn more at home at the end of tours. This design of lectures requires teachers to be knowledgeable about the destinations so that lessons’s content can be appropriate. However, it is also somewhat rigid, forcing both teachers and learners to enter within a predetermined framework, which will only be appropriate when placed in a classroom environment with less frequent fluctuations and changes. (2) Teachers will base on the process of guiding students to practice, depending on capacity and level of interest of each student that directly design lectures to teach them. This way works differently on 2 different objects. For active, quick and eager learners, this is an appropriate way to stimulate their Vietnamese language ability. They will actively take notes, record what the teacher says, then go home to listen or review, use dictionary to understand what teacher has conveyed. This learning way helps them remember and understand Vietnamese vocabulary, sentences and grammar. For older, passive learners, they are frustrated because they cannot keep up with what teachers communicate. They will express themselves without cooperating with teacher in response to this way of learning, such as leaving other place, talking privately, still listening but seeming uncomfortable, asking teacher to say more times that interfere with the teacher's communication... In these cases, teachers need to be observant, quickly grasp learners’s psychology to have appropriate behaviors and communication ways with the group of students or each subject for them to achieve high efficiency in Vietnamese language learning activities by tours. This requires teachers to have high levels of control in order to avoid creating distractions, not concentrating on students, so that it is difficult for them to remember what the teachers teach after leaving destinations. (3) Teachers skillfully combine both ways to teach, that is, preparing the lesson while being flexible in the lessons depending on the actual communication situation. This is probably the best way to teach Vietnamese to international students in real tourist environments. Teachers must spend more effort to work, but its efficiency will be better. In order to apply the methods of organizing lectures as mentioned above, Vietnamese language teachers must not only be good at their professional skills but also have ability to organize and manage teaching in tours. Before and after arriving at tourist destinations, teachers should have short presentations in Vietnamese to briefly introduce regional cultural characteristics, local people's living context, historical and cultural values of heritages at tourist destinations. From here, students will have a panoramic view of where they came from, initially stimulating their interest and desire to learn about those places. This has a useful impact Luu Tuan Anhet. al/ Vietnamese Language Teaching for International Students in Vietnam through Cultural Tourisn Activities

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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES PROJECT 2020: A NEW ENGLISH LANGUAGE POLICY REGARDING TEACHING AND LEARNING ENGLISH IN VIETNAM Name of course work: LANGUAGE POLICY AND PLANNING

by Don Chau

2016

In the Resolution 29/NQ-TW (2014), the Party’s Central Executive Committee has established the strong determination of fundamental and comprehensive renovation in education and training to meet the requirements of industrialization and... more

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Vietnamese Cultural Diplomacy: An Emerging Strategy

by Gary Rawnsley and

2016

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The Need and Importance of Translation and the Role of English Language

by Vijay Kumar Roy

2016

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Impacts of Vietnam’s Social Context on Learners' Attitudes Towards Foreign Languages and English Language Learning: Implications for Teaching and Learning

by Hang T. T. Phan

2012

This paper discusses the changes in Vietnamese learners‘ attitudes towards foreign language learning based on an investigation into the history of foreign languages in Vietnam. Most of this paper will focus on English language learning... more

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Role of English

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