Proceedings of the 7th OpenTESOL international conference 2019 innovation and inspiration

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CONTENTS

ABOUT OPENTESOL .........................................................................................7

EDITORIAL ..........................................................................................................9

THE 7TH OPENTESOL INTERNATIONAL CONFERENCE 2019........... 10

Organizing Committee..........................................................................................10

Academic Advisory Board...................................................................................10

Technical Advisory Board...................................................................................11

Conference Proceedings Editors and Reviewers.......................................11

INCLUSION – CREATIVITY........................................................................... 13

Leveraging Technology-enhanced Personalized Learning to

Empower a Student with Autism Spectrum Disorder.............................14

Lemmuela Alvita Kurniawati

Theater in Education in Vietnam: Students’ Creativity in

Developing Scripts in an English Literature Class ....................................27

Le Quang Truc

TECHNOLOGY.................................................................................................. 57

Skype in Interpreter Training Courses: From Guest Speakers’

and Students’ Perspectives.................................................................................58

Tran Thi Ngan

Applying Flipped Classroom Approach in Business Writing

Courses: A Case Study at HCMC University of Education ......................69

Nguyen Minh Tri

Dr. Dao Xuan Phuong Trang

English Teachers’ Roles and Identities in The Era of Technology

from The Teachers’ and Students’ Perspectives........................................80

Duong Thi Thuy Uyen

An ICT Tool Based Teaching-Learning Model Focuses on

Improving English Speaking Skills Among Technology Students

at Van Lang University .........................................................................................98

Pham Ngoc Duy

Doan Thi Kieu Oanh

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SPEAKING INSTRUCTION – READING INSTRUCTION – LEARNER

STRATEGIES...................................................................................................114

An Analysis of an Authentic Casual Conversation and its

Implications in Teaching Speaking Skill ....................................................115

Hua Thi Tin

Exploring Teacher Verbal Feedback on Postgraduate Students’

Performance in Presentations in English..................................................134

Nattawadee Sinpattanawong - Dr. Yaowaret Tharawoot

An Investigation into Students’ Attitude towards an Out-of-class

Communicative Task.............................................................................................153

Dr. Bui Thi Thuc Quyen

Electronic Media Exposures Vis-À-Vis Reading Comprehension Skills:

The Case of Students Who Are Enrolled in a Literature Course................170

Dr. Kurt Salac Candilas

News Sharing Sessions: A Case Study in a Reading Class .................184

Le Thi Tuyet Minh

Applying Metacognitive Note-taking Skills in English Reading

Lessons to Second-Year English Majors at Binh Dinh College..........202

Phan Pham Kieu Mi

CULTURE – PROJECT – BASED LEARNING...........................................223

Identifying the Perceptions of EFL Teachers Regarding the

Cultivation of Cultural and Intercultural Awareness in Reading

Class: An Interview Study ................................................................................224

Theerapong Binali

An Evaluation of Project-Based Learning Designed to Increase

Students’ English Speaking Fluency at Hong Bang International

University ...............................................................................................................239

Nguyen Nhu Tung

Facebook as a Learning Tool in the Course Cultures of ASEAN

Countries.................................................................................................................258

Vu Doan Thi Phuong Thao

The Important Roles of Project-Based Learning in Teaching

English to High School Students....................................................................279

Tran Phan Ngoc Tu - Dr. Tran Quoc Thao

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APPROACHES.................................................................................................295

Cross-evaluation of Gamagree as a Platform in Teaching SVA

Rudiments to Grade 7 Students of Talipan National High School..............296

Oscar Jr. Rocafor Duma

Teaching English Skills Integratedly: Textbook Use and Teaching

Methods...................................................................................................................313

Phan Thi Minh Tuyen - Nguyen Thi Xuan Hue - Chi Do Na

The Effects of Interactive Classroom Activities in Inspiring

English-major Students at Dalat University .............................................324

Tran Thao Uyen

ESP – EMI.........................................................................................................343

EFL Vietnamese Learners’ Acquisition of Academic Subjects:

From English for Specific Purposes to English as A Medium of

Instruction..............................................................................................................344

Dr. Pham Huu Duc

Is It Advisable for Vietnam to Apply DLE Rather Than EMI to

Enhance University Students’ Learning for Professional

Development and English Proficiency?......................................................360

Assoc. Prof. Dr. Hoang Thi

THE PSYCHOLOGY OF LANGUAGE TEACHING....................................374

An Investigation of Vietnamese Teachers’ Change in Their

Beliefs About Language Teaching Methodology.....................................375

Dr. Nguyen Thuy Nga

Factors Affecting English Learning Motivation of the Finance￾Banking Students at Ho Chi Minh City Universities ..............................398

Dr. Nguyen Kim Phuoc - Nguyen Tran Ai

Teaching English for Young Language Learners at Grade 5:

Teachers’ Beliefs in Two Contrasting National Approaches

Compared, and Pedagogical Implications .................................................423

Dr. Vi Thanh Son

English Majors’ Anxiety in Writing and Speaking English Classes:

A Case of Tra Vinh university .........................................................................443

Khau Hoang Anh

Technical Students’ Motivation for Learning English: The Case of

Thu Duc College of Technology, Ho Chi Minh City.................................465

Dr. Le Thi Thuy Nhung- To Thi Kim Hong - Dr. Ong Van Nam

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APPLIED LINGUISTICS................................................................................487

IRF Patterns Revisited: An Analysis of Classroom Interaction.........488

Assoc. Prof. Antonius Suratno

Discourse Markers and Quality of College Students’ Writings in

Filipino.....................................................................................................................505

Assist. Prof. Leah C. Sambrano

The Translation of Temporal and Aspectual Information in

Deictic Mode from English into Vietnamese ............................................523

Nguyen Dinh Sinh

Thematic Progression Problems in Student Argumentative

Research Writing.................................................................................................541

Duong Doan Hoang Truc

A Short Critical Comparison Between English and Vietnamese

from Two Aspects: Phonology and Syntax................................................563

Nguyen Thi Xuan Mai

TEACHING CHINESE – JAPANESE SYMPOSIUM (IN VIETNAMESE)...572

Using Adjectives as Adverbials in Chinese: Translation Techniques .....573

Dr. La Thi Thuy Hien

A Method to Improve Speaking Skills Through Reading

Comprehension for Students Majoring in Chinese Language ...........583

Dr. Tran Quang Huy

Teaching General Chinese as Non Specialized Foreign Language

Toward Communication: The Case of Using the Standard Course HSK...594

Dr. Truong Vi Quyen

Investigating Names of Government Bodies in Chinese and

Vietnamese.............................................................................................................604

Dr. Ho Thi Trinh Anh

Using Games in Hanzi Teaching for Non-Chinese Majors...................611

Dr. Luu Hon Vu

Japanese Major Students’ Errors in Using Imperative Sentences

to Write Japanese Business Emails and Recommendations for

Correction...............................................................................................................620

Pham Minh Tu

The Difficulties of Studying Japanese and The Ambiguous

Expression in Japanese from Japanese People........................................638

Chu Vu Nhu Nguyen

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ABOUT OPENTESOL

Welcome to Ho Chi Minh City Open University,

The International Conference series was

established in 2012 by The Faculty of Foreign Languages and The

Graduate School of Ho Chi Minh City Open University, a higher

education institution offering a variety of programs ranging from on￾site to distance learning and learning at satellite academic centers and

aiming to meet various learning needs of society and to contribute to

enriching the country’s human resources.

OpenTESOL is a conference for local and international professionals in

the field of Foreign Languages Teaching and Learning. OpenTESOL has

been recognized as a valuable professional development forum for

practitioners and researchers in the region.

Since 2016, OpenTESOL has also published its conference proceedings.

All presenters are encouraged to submit their papers for consideration

in this publication.

OpenTESOL honors the following groups:

 Classroom teachers and teacher educators;

 Ph.D. students and researchers in the fields of foreign language

teaching and learning and applied linguistics;

 English language school’s managers and tertiary education

administrators.

 Foreign experts or researchers who wish to network within the

foreign language communities in the region.

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OpenTESOL aims to:

 Establish a quality hub for sharing ideas of appropriate

pedagogies in different teaching and learning contexts;

 Provide an opportunity for building a network of teachers and

those professionals involved in language teaching;

 Strengthen the ties between the foreign language teaching

communities in Vietnam and other nations;

 Connect local communities with international language

education institutions or associations;

 Present state-of-the-art research into language and language

education.

Subscribe to OpenTESOL newsletters to receive the latest updates

at opentesol.ou.edu.vn

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EDITORIAL

Themed as Innovation and Inspiration: Building the Future of Language

Education, the 7th OpenTESOL International Conference Proceedings

2019 has received valuable contributions from both researchers and

practitioners across contexts. The threads that bind all articles are the

authors’ endeavors to anticipate what futures may hold for language

education through the lens of glocalization, internationalization and

the 4th industrial revolution. In the words of the English writer Zadie

Smith: ‘The past is always tense, the future perfect.”

Given that this is the 4th year the OpenTESOL conference series has

published its conference proceedings, we are honored to present a

diverse community of authors who are willing to share systematic

accounts of in-situ practices to a much wider audience.

The subthemes of this year’s conference proceedings explore multiple

perspectives of inclusion, creativity, technology, speaking/reading

instruction, learner strategies, culture, project-based learning,

approaches, English for Specific Purposes (ESP), English as a Medium

of Instruction (EMI), the psychology of language learning, applied

linguistics, and teaching Chinese/Japanese. The breadth and depth of

the paper selections aims to invite the readers’ rigorous reflection

processes to advance knowledge in these changing times.

The publication of the proceedings will not be made possible without

the reviewers’ enormous support. We would like to express our sincere

thanks for their commitment and expertise in scheduling their time to

provide insightful feedback on the authors’ initial works.

That being said, we wish readers of the proceedings an inspiring

reading experience and invite all of you to submit a full paper for our

2020 OpenTESOL conference.

All the best,

Dr. Nguyen Thi Xuan Lan - Dr. Bui Thi Thuc Quyen - Dr. Huynh Cong

Minh Hung - Mr. Mai Minh Tien

Editorial Board’s members, Proceedings of the 7th OpenTESOL

International Conference 2019

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THE 7TH OPENTESOL INTERNATIONAL

CONFERENCE 2019

Organizing Committee

Chair: Dr. Nguyen Thuy Nga - Dean of Faculty of Foreign

Languages (FFL) - HCMC Open University

Vice-Chair: Dr. Le Thi Thanh Thu - Head of Graduate School - HCMC

Open University

Executive member: Dr. Huynh Cong Minh Hung - Head of Culture and

Linguistics Division -FFL - HCMC Open University

Member: Dr. Nguyen Thi Xuan Lan - Head of Non-English Major

Division - FFL - HCMC Open University

Member: Ms. Nguyen Hoang Mai- Student Support Officer - FFL -

HCMC Open University

Member: Dr. Nguyen Le Hoang Thuy To Quyen – Vice director of Office

of Cooperation and Research Management - HCMC Open University

Coordinator: Mr. Mai Minh Tien – Lecturer - FFL - HCMC Open University

Academic Advisory Board

Assoc. Prof. Nguyen Thanh Tung, Ho Chi Minh City University of

Education, Vietnam

Assoc. Prof. Nguyen Ngoc Vu, Hoa Sen University, Vietnam

Dr. Dang Tan Tin, HCMC University of Technology and Education,

Vietnam

Dr. Raqib Chowdhury, Monash University, Australia

Ms. Ronnie Hill, RMIT University Vietnam

Prof. Andrew Lian, Suranaree University of Technology, Thailand;

HCMC Open University, Vietnam

Prof. John Macalister, Victoria University of Wellington, New Zealand

Prof. Richmond Stroupe, SOKA University, Japan

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Technical Advisory Board

Mr. Le Duong, Specialist, RELO Vietnam, U.S. Embassy Hanoi

Mr. Ninh Xuan Huong, Manager, Center of Information Management,

HCMC Open University

Mr. Tran Huu Nhan, Executive Officer, Center of Information

Management, HCMC Open University

Conference Proceedings Editors and Reviewers

Editors

Dr. Nguyen Thi Xuan Lan, Ho Chi Minh City Open University

Dr. Bui Thi Thuc Quyen, Ho Chi Minh City Open University

Dr. Huynh Cong Minh Hung, Ho Chi Minh City Open University

Mr. Mai Minh Tien, Ho Chi Minh City Open University

Reviewers

Assoc. Prof. Nguyen Ngoc Vu, Hoa Sen University

Assoc. Prof. Nguyen Thanh Tung, HCM City University of Education

Dr. Dang Tan Tin, HCM City University of Technology and Education

Dr. Dang Van Hung, SEAMEO RETRAC, Vietnam

Dr. Dinh Truong Sinh, Ton Duc Thang University

Dr. Doan Thi Hue Dung, Hong Bang International University

Dr. Duong My Tham, Nong Lam University - Ho Chi Minh City

Dr. Ho Thi Trinh Anh, Ho Chi Minh City Open University

Dr. Huynh Van Tai, Hoa Sen University

Dr. La Thi Thuy Hien, Ho Chi Minh City Open University

Dr. Le Thi Kieu Van, Nguyen Tat Thanh University

Dr. Le Thi Thanh Thu, Ho Chi Minh City Open University

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Dr. Le Thi Thuy Nhung, Banking University of Ho Chi Minh City

Dr. Nguyen Dinh Thu, Ho Chi Minh City University of Technology and

Education

Dr. Nguyen Huy Cuong, International University - Vietnam National

University HCM City

Dr. Nguyen Thanh Binh, Ho Chi Minh City University of Education

Dr. Nguyen Thi Thuy Trang, SEAMEO RETRAC, Vietnam

Dr. Nguyen Thuy Nga, Ho Chi Minh City Open University

Dr. Pham Huu Duc, International University - Vietnam National

University HCM City

Dr. Pham Nguyen Huy Hoang, Ho Chi Minh City University of Education

Dr. Tran Quoc Thao, HUTECH University

Dr. Truong Bach Le, University of Foreign Languages, Hue University

Dr. Truong Cong Bang, University of Economics and Law

Ms. Nguyen Chau Bich Tuyen, Ho Chi Minh City Open University

Ms. Pham Minh Tu, Ho Chi Minh City Open University

Ms. Ronnie Hill, RMIT University Vietnam

Prof. Andrew Lian, Suranaree University of Technology

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INCLUSION – CREATIVITY

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LEVERAGING TECHNOLOGY-ENHANCED

PERSONALIZED LEARNING TO EMPOWER A

STUDENT WITH AUTISM SPECTRUM DISORDER

Lemmuela Alvita Kurniawati

Universitas Kristen Duta Wacana, Indonesia

ABSTRACT

The fourth industrial revolution sets forth more elaborate challenges in

education practices. This paper explicates how technology-enhanced

personalized learning approach is implemented in Basic Grammar

course to empower the student with autism spectrum disorder (ASD)

in taking the ownership of learning and meeting his learning needs

based on his personal strengths, weaknesses, and interests. The

technology-enhanced personalized learning detailed in this paper

facilitates student to take more control of his learning, facilitate

decision-making and communication skills, and engage in the learning

process. This paper aims to invite educators to integrate technology in

personalized learning and to provide new insights on how to

implement technology-enhanced personalized learning in inclusive

classrooms. Further, it is expected that the idea of equity in inclusive

education could become an omnipresent practice in the effort of

improving Indonesian education-for-all quality.

Keywords: technology-enhanced, personalized learning, autism

spectrum disorder (ASD), inclusive education.

INTRODUCTION

Digitalization is deemed as an essential factor in the fourth industrial

revolution (Weforum, 2016) and being such a factor, it has been

powerful enough to have implications on current and future education

practices. In its definition, the word invokes positive associations with

abundant information that is available and less costly. Therefore,

digitalization is changing the work environment as well as the way

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classrooms work. In such classroom contexts, students are expected to

learn with greater efficiency and personalization.

Personalized learning has gained its buzz in inclusive educational

settings, as it creates a learning environment in which students with

disabilities can manage their learning pace themselves. In this

environment, they can adapt and manage their learning based on their

strengths, weaknesses, interests, and skills since the aims of

personalized learning are to put students as active participants in their

learning process and incorporate some learning approaches which

accommodate their different needs. Further, this promotes students’

learning success as it creates student learning engagement, provides

meaningful assessment, establishes individualized learning plan, and

exercises students’ problem solving and critical thinking skills (Jenkins

and Keefe, 2002; Jones and Casey, 2015; Kim, 2012; Pane et al., 2015).

This paper focuses on one of the courses offered in the English

Education Department of Duta Wacana Christian University. Basic

Grammar course was selected since it is one of the compulsory courses

for the first-year students and is attended by students with various

backgrounds, different English competences, and learning abilities.

This course requires students to learn the basics of English grammar

and apply them in writing assignments. At the end of the course, by

applying the grammatical items learned during the semester, all

students were assigned to write a short article about themselves or

their closest friend/relative and to set up a personal blog for

showcasing their writings during the semester.

This paper showcases how technology-enhanced personalized learning

is implemented in this course to ensure the attainment of the course’s

goal and objectives. I implemented technology-enhanced personalized

learning to guarantee that all students had equal learning

opportunities considering that in this class there was a student with an

autism spectrum disorder (ASD). Operationally, some innovations

derived from technology-enhanced personalized learning approach

were implemented to empower the student with an autism spectrum

disorder in facilitating his learning.

To provide a clear picture of how technology-enhanced personalized

learning was implemented in Basic Grammar course, this paper