TESOL conference proceedings 2017 innovation and creativity in teaching and learning foreign languages / Nhiều tác giả

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HOCHIMINH CITY OPEN UNIVERSITY

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TH TESOL Conference 2017

Theme: INNOVATION AND CREATIVITY IN TEACHING

AND LEARNING FOREIGN LANGUAGES

Date: May 20 2017

Venue: HCMC Open University

37 Ho Hao Hon, District 1, Hochiminh City, Vietnam

Conference Committee

Assoc. Prof. Dr. Nguyen Van Phuc, Patron

Rector of HCMC Open University

Dr. Le Thi Thanh Thu, Chair

Dean of Graduate School- HCMC OU

Dr. Nguyen Thuy Nga, Vice Chair

Dean of Faculty of Foreign Languages- HCMC OU

Dr. Huynh Cong Minh Hung, Permanent Member

Head of Linguistic and Culture Department- FFL

Dr. Nguyen Thi Xuan Lan, member

Nguyen Thi Mong Thuy, member

Mai Minh Tien, coordinator

Nguyen Minh Tu, secretary

Proceedings Editors

Dr. Nguyen Thuy Nga Dr. Ho Thị Trinh Anh

Dr. Huynh Cong Minh Hung Le Phương Thao

Dr. Nguyen Thi Xuan Lan Mai Minh Tien

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MESSAGE FROM THE CONFERENCE

CONVENOR

Dear participants,

On behalf of the Organizing

Committee, I am pleased to

welcome you to the 5th

HCMC Open University

TESOL Conference 2017.

A special welcome for our

keynote speakers: Dr. Diana

Dudzik and Dr. Thuy Bui,

each of whom brings a wealth of research expertise to the

Conference. I look forward to their insightful presentations, and their

input and comments during the conference.

The 5th annual HCMC Open University TESOL Conference has

attracted a large number of high quality papers leading to a rich one￾day conference program. I would like to thank the reviewers for

evaluating 50 papers in a limited time frame. My special thanks go to

the moderators of the sessions who have willingly undertaken the

responsibility of organizing the sessions.

I would like to thank Assoc. Prof. Nguyen Van Phuc, Rector of

HCMC Open University, Dr. Le Thi Thanh Thu, Dean of the

Graduate School, and Dr. Nguyen Thuy Nga, Dean of the Faculty of

Foreign Languages, who support and help us to run the 5th TESOL

Conference.

I am delighted to express my thanks to the publishers McMilan,

Cambridge, and Cengage for their contributions and support of the

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th TESOL Conference.

I hope that your participation to this conference will provide you

with the opportunity to learn from other experiences, explore new

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horizons and share best practices in TESOL.

Hochiminh City, venue of this conference, will enable you to

discover a city with impressive architecture, large cultural offer and

beautiful surroundings that will make your stay unforgettable.

Thank you very much for coming to the 5th TESOL Conference. We

hope you enjoy your time with us.

Dr. Huynh Cong Minh Hung

Conference Convenor

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EFL Teacher Development for the 21st Century

Dr. Diana Dudzik

Fulbright Scholar, Fulbright Program in Vietnam

Abstract

What do 21st Century English teachers need to know and be able to

do? How can technology help teachers to develop? Vietnam has been

asking these two questions since 2008. Two major answers are the

development of the country’s first subject-specific teachers

standards, the English Teacher Competencies Framework, and a

program to design blended (online and face-to-face) teacher

development for the country’s 80,000 public school English teachers.

We’ll examine these two questions to explore what Vietnam’s English

teachers need to know and be able to do, and how they can take

charge of their professional development using online resources.

KEYNOTE SPEAKER 1

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Critical Literacy in EFL Teaching: Agentive Empowerment,

Ideological and Language Transformations

Dr. Thuy Bui

Vietnamese-German University

Abstract

The study, conducted in a mountainous province in Vietnam,

explored how teaching methods of critical literacy (CL) were

effective with high school students and their perceptions about these

approaches. The study employed engaged ethnography (e.g., Phyak

& Bui, 2014; Davis & Phyak, 2015) in which the researcher worked

collectively with 27 students in understanding current pedagogical

issues and applying CL in a real classroom. In particular, students

were provided an opportunity to learn English through CL which

was embedded in project-based learning. The findings indicated CL

pedagogies significantly improved students’ English language

competency and multiple skills such as leadership, presentation, and

collaboration. Moreover, the students’ responses strongly indicated

CL is a meaningful, applicable, and critical approach for their

English language improvement, socio-cultural awareness, and

agentive development. The study offered some recommendations for

applying CL pedagogies in language teaching, paying special

attention to students’ agencies while providing them with ample CL

methods, and opportunities to enrich their academic English

competency for effective language learning and ideological and

academic transformations.

KEYNOTE SPEAKER 2

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THE 5TH ANNUAL HCMC OPEN UNIVERSITY TESOL

CONFERENCE

Time: 7h30-16h15, Saturday, 20 May, 2017

Venue: HCMC Open University 35-37 Hồ Hảo Hớn St., District 1

CONFERENCE PROGRAM

Time Event

7:30 Registration (Hall-2

nd Floor)

8:00 Opening Ceremony (Hall- 2

nd Floor)

8: 15 – 9: 15 Keynote 1: Dr. Diana Dudzik (EFL Teacher Development for the 21st Century) (Hall – 2nd Floor)

9: 15 -9:30 TEA BREAK

Hall- 2

nd floor Room: 504 Room: 702 Room: 604 Room: 602

Session 1

TEACHER

DEVELOPMENT

Moderator:

Dr. Huynh Cong Minh Hung

Session 2

COMPUTER

ASSISTED

LANGAGUE

LEARNING

Moderator:

Bui Do Cong Thanh

Session 3

LANGUAGE LEARNING

STRATEGIES

Moderator: Associate

Professor Ho Thi Kieu Oanh

Session 4

TEACHING

MODELS

Moderator:

Dr. Le Thi Thuy Nhung

Session 5

TEACHING

CHINESE

Moderator:

Dr. Ho Thi Trinh Anh

opentesol.weebly.com

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9:30 Writing for publication

in applied linguistics in

Vietnam: Challenges and

opportunities

Bui Thuy

Early- career

teachers’

professional

experiences: an

empirical study on

ICT application in

teaching pictures

storytelling in

HCMC, VN

Tran Vu Diem Thuy

A2 –level English listening

learning by non-major English

Vietnamese students at Da

Nang University

Ho Thi Kieu Oanh

English medium

instruction in higher

education: Theoretical

perspectives and recent

development

Le Thi Thuy Nhung

Một vài kỹ xảo khi

giảng dạy tính từ làm

trạng ngữ trong tiếng

Trung Quốc

La Thi Thuy Hien

10: 00 The importance of

Higher-Order Thinking

with young learners

David Kaye (Macmillan)

Vietnamese high

school English

teacher’s levels of

ICT integration in

teaching according

to SAMR model

Nguyen Xuan Minh

Evaluating the effectiveness

of using Sandwhich Feedback

by Vietnamese and American

teachers on students learning

attitude

Lai Hoai Chau

EFL curriculum

development in the

Vietnamese higher

education: An

innovative approach

Pham Ngoc Thach

Một số vấn đề trong

dạy và học môn kỹ

năng viết ngành tiếng

Trung tại Khoa NN,

Đại Học Mở TPHCM

Truong Vy Quyen

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Hall- 2

nd floor Room: 504 Room:702 Room: 604 Room: 602

10:30 Large scale teacher

development in the 21st

century – issues and

solutions

Pham Uyen

(Cambridge)

Business English

students’ use of

website-based

resources for

translation

Chu Quang Phe

Exploring the motivations of

non – English major students

in English learning at HOU

Le Phuong Thao &

Nguyen Chau Bich Tuyen

The importance of

intercultural

communicative

competence in English

language teaching and

learning

Pham Tan Tai &

Tran Quoc Thao

汉语时政较为突出的

用词现象越译例析

Ho Thi Trinh Anh

11:00 TT-SET augmented with

POT: a structured

procedure for academics’

reflection

Nguyen Vu Phuong

The indespensality

of developing online

training system in

faculty of foreign

languages at HCMC

Open University

Nguyen Chau Bich

Tuyen

Students’ attitudes towards

project activities

in pilot English textbooks

Grade 10

Le Hong Cam Tu

Phuong Hoang Yen

Project based learning in

teaching writing skills

Diem Thi Thu Thuy –

Tran Thi Hanh

Những khó khăn của

sinh viên ngành tiếng

Trung ở cấp độ sơ cấp

khi học môn đọc hiểu

và một vài kiến nghị

giảng dạy

Trần Quang Huy

11:30 In-service professional

development to

university English

Role play in an ESL

classroom through

movie segments

Attitudes towards

brainstorming and problems

facing English-writing

Benefits of project work

in ESP classes

Pham Duc Thuan

Bàn về biên soạn giáo

trình Văn Học Trung

Quốc cho sinh viên

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teachers: Implications for

improvement

Le Bich Thuy

Nguyen Thuy Duong learners

Le Thi Minh Thuy

ngành ngôn ngữ Trung

Quốc

Lưu Hớn Vũ

12:00 – 13:00 LUNCH (Restaurant “Tu Do” 58 Ho Hao Hon, District 1, HCMC)

13:00-14:00 Keynote 2: Dr. Bui Thuy (Critical Literacy in EFL Teaching: Agentive Empowerment, Ideological and Language

Transformations) (Hall 2nd F)

Hall- 2

nd floor Room: 504 Room:702 Room: 604 Room: 602

Session 1

RESEARCH

STREAMS

Moderator:

Dr. Huynh Cong Minh

Hung

Session 5:

COMPUTER

ASSISTED

LANGUAGE

LEARNING

Moderator:

Dr. Nguyen Thi

Xuan Lan

Session 3

LANGUAGE LEARNING

STRATEGIES

Moderator: Associate

Professor Ho Thi Kieu Oanh

Session 4

TEACHING MODELS

Moderator:

Dr. Le Thi Thuy Nhung

Session 5

TEACHING

SKILLS

Moderator:

Bui Do Cong Thanh

14:00 An investigation into

conceptual metaphors

Non- English major

students’ reflections

Students’ silence in EFL

classroom at Military

Utilizing posters in oral

presentation in

Developing HOU

English majors’

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denoting “LIFE” in

American and

Vietnamese short stories

Dinh Thi Mai Anh

of computer￾mediated

collaborative

learning

Nguyen Thi Xuan Lan

Scicence Academy

Nguyen Thu Hanh

American and British

studies

Vu Doan Thi Phuong

Thao

critical and creative

thinking skills through

photo-based activities

Bui Do Cong Thanh

14:30-14:45 TEA BREAK

Hall- 2

nd floor Room: 504 Room:702 Room: 604 Room: 602

14:45 The logic of four

textbooks under the

proposition analysis

Truong Ngoc Tuong Linh

Application of web

based tools in

pronunciation

teaching at tertiary

level

Tran Hong Le & Le

Nguyen Dieu Anh

How to avoid common

prepositional errors made by

Vietnamese ESL learners: A

cognitive linguistic

perspectives

Tran Tin Nghi

A discussion on

communicative language

teaching

Nguyen Binh Phuong

Ngan Trang

A study on speaking

skill development in

the light of

behaviorism

Vo Duy Duc

15:15 Some factors affecting

the acquisition of the

passive voice

Truong Van Anh

Using the E￾portfolio on Google

Sites as an

Assessment Tool to

Factors inhibiting Vietnamese

non majored English students’

willingness to communicate

A comparison of

Vietnamese and

American greetings in

order for language

Investigating some

elements affecting the

readability of TOEIC

text primary level

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help English student

teachers develop

their autonomy

Phan Thi Thu Nga

Nguyen Van Tham & Phuong

Hoang Yen

learners to communicate

more effectively

Ho Thi My Linh

Nguyen Thi Nhu Diep

& Luong An Vinh

15:45 An investigation into the

relationship between

self- efficacy and oral

presentations

Nguyen Thi Ngoc Hanh

The development of bilingual

English-Vietnamese education

in Vietnam

Hoang Thi Tuyet

The effectiveness of

project based learning

integration in the

curricula at the school of

foreign languages Thai

Nguyen University

Bui Ngoc Anh

Teachers’ use of oral

corrective feedback in

speaking lesson

Lai Bao Hoa

16:15 Closing Ceremony and Lucky Draw Prizes (Sponsored by Cambridge and Cengage) (Hall – 2

nd floor)

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THE EFFECTIVENESS OF PROJECT-BASED

LEARNING INTEGRATION IN THE CURRICULA

AT THE SCHOOL OF FOREIGN LANGUAGES

THAI NGUYEN UNIVERSITY

Bui Ngoc Anh

School of Foreign Languages - Thai Nguyen University

Abstract

The paper mainly discussed the importance and major advantages of

Project-Based Learning integration in the curricula at School of

Foreign Languages, Thai Nguyen University. For methodology,

there was a combination of a pre-experimental design (pre and post￾test) and the case study research design. The researcher took an

observation on some periods of the subjects centered around projects

and asked for students’ perspectives about project-based learning by

giving them questionnaire. Furthermore, individual in person and

online interviews were also conducted with teachers from English

Department at the same school. After analyzing collected

information and statistics, results indicated that both teachers and

students felt favorable to working with project-based learning. It

brought remarkable effects to learning and teaching process.

Particularly, students had chances to improve not only basic

language skills but also other necessary competence.

INTRODUCTION

Nowadays, English is considered to be the most popular language in

the world. It is seen as a useful tool for the purpose of connecting

people on the earth and the key to achieving success in a variety of

fields. However, “How to teach and learn English effectively?” is

still a big issue which demands researchers to spend large amounts of

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time and effort to discover the best answers to this question.

Integrating project-based learning in the curricula at Thai Nguyen

University in general and School of Foreign Languages in particular

is regarded as a useful and efficient strategy.

LITERATURE REVIEW

General definition of project-based learning

There are a range of terms which both refer to project-based learning

such as experiential learning and negotiated language learning

(Eyring, 2001; Legutke & Thomas, 1991), project method

(Kilpatrick, 1926), project approach (Diffily, 1996) and investigative

research (Kenny, 1993).

According to Legutke and Thomas (1991), PBL is not an available

method but an "educational philosophy which aims at providing the

direction, and some possible routes, to a more democratic and

participatory society". In other words, it is the learners' duty to base

on instructional steps to create their own products and deal with

troubles by themselves.

Also, Beckett (2002) regards a project work as a lasting activity

which consists of both personal and collaborative tasks, namely

building up inquiry questions and schedule as well as gathering and

analyzing data.

In addition, it is claimed by Haines (1989) that projects, multi￾competence operations, attach special importance to topics rather

than small details. Learners play a vital part in choosing appropriate

fields and working approaches so that they can control the "end

product". The writer convincingly concludes that project method

helps students to "recycle" their existing knowledge by giving them

"natural contexts".

Moreover, researchers are advised to consider typical types of

projects when defining PBL. The first type named structured project

in which teachers give their pupils available and specific methods.

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Thus, students just follow the indicated way for finding and tackling

information. Besides, a semi-structured research method shows both

project area and methodology providing that learners must be much

more active and responsible for their studying process.

Thirdly, learner-centered language target is the characteristic of an

unstructured project. That means they are free to create and manage

the learning timetable, content and methodology (Petersen, 2004). In

his viewpoint, the diverse ways of collecting data and where it is

found also produce a number of projects. One of them is

correspondence research through which messages are sent between

people by using letters, phone calls and email. Another type is survey

project that allows students to search for their favorite survey

instruments, to gather necessary document and to analyze assembled

ones. Last but not least, production project requires learners to work

with materials such as boards, chalk, posters, slides and other visual

and audible aids. Then, they are also asked to hand in reports,

narrative work and brochures or to give a short oral presentation.

In conclusion, there are many kinds of projects and ways for defining

PBL, so teachers should take them into consideration to apply this

method at school effectively.

Advantages of project-based learning

Project-based learning integration brings a large number of benefits

to teachers and students. According to many specialists, it is worth

applying PBL at schools because of its undeniable effectiveness.

Beckett (2002) clearly states that project-based instruction gives

learners motivation to acquire knowledge, to improve problem￾solving ability, and to develop both independent and co-operative

working skills. Students are usually believed to have a good chance

to reinforce critical thinking and decision-making skills through

working with subjects centered around projects.

Besides, this teaching approach creates a convenient condition for

students to have “increased attendance, growth in self-reliance, and