The effects of meta-cognitive strategy use on learning reading comprehension have gained much int... more The effects of meta-cognitive strategy use on learning reading comprehension have gained much interest of
General education in Vietnam consists of 12 grades: grades 1-5 (primary education for the age ran... more General education in Vietnam consists of 12 grades: grades 1-5 (primary education for the age range 6-11), grades 6-9 (lower-secondary education for the age range 12-15) and grades 10-12 (upper-secondary education for the age range 16-18). English is taught to grade 6-12 students in almost all Vietnamese secondary schools. However, learning to write in English has officially been brought into the curriculum as one of the required skills for Vietnamese students in the eighth grade since the school year 2004-2005. From this year on, writing was introduced into the English curricula for grades 9, 10 and 11 in sequence and in the 2008-2009 school year writing was introduced to grade 12 students. The reality of teaching and learning English writing at Vietnamese secondary schools has revealed that most students have problems in writing. Their problems are evident in the poor quality of their LAP Q. TRINH ** By
CTU Journal of Innovation and Sustainable Development
Under the lens of a sociocultural view, this qualitative study was conducted with 83 non-English ... more Under the lens of a sociocultural view, this qualitative study was conducted with 83 non-English major learners at a university in the Mekong Delta to examine English learners’ task engagement. Twelve of them were further invited to be interviewed. Data were collected from class observations, learning journals, semi-structured interviews and stimulated recall. The study showed that the same task was performed differently by learners, and that the way learners implemented a given task was shaped by the negotiation between their personal and contextual factors because of their sense of agency in the situated sociocultural learning context. The study has acquired an increased insight into learners’ task engagement regarding their agency in the teaching and learning context of Vietnam from a sociocultural view.
The query on how to teach young learners to succeed in their English learning has been somehow un... more The query on how to teach young learners to succeed in their English learning has been somehow under-explored. Just a few studies investigated the usefulness of the storytelling (ST) technique on English as a foreign language (EFL) young learners’ (YLs) in the Vietnamese context. Consequently, this study attempts to examine (1) EFL teachers’ perceptions of the contributions of ST, (2) YLs’ attitudes towards the effects of ST on their reading performance, and (3) the impacts of ST on YLs’ reading performance (RP). The study followed a mixed-methods design, using a questionnaire, interviews and reading tests to collect both quantitative and qualitative data. First, a survey was administered to 38 EFL teachers who have taught YLs for more than five years. The experimental study recruited 43 YLs who were divided into two groups, 21 YLs in two control groups and 22 others in two experimental ones. Six YLs in the experimental groups were invited to partake in the interviews, and 43 YLs to...
European Journal of English Language Teaching, Sep 2, 2022
This study aims to investigate the effects of using self-video recording on EFL high school stude... more This study aims to investigate the effects of using self-video recording on EFL high school students' lexicon knowledge. Participants include 80 EFL high school students in the Mekong Delta divided into two groups, namely the control and experimental group. Pretest and posttest were done to collect quantitative data before and after the treatment. After the treatment, the results of the experimental groups were higher than that of the control one in terms of lexicon knowledge. Therefore, this study gives recommendations for further studies in other aspects of speaking skills or speaking skills in general.
This study examined the relationship between high school students' phonological awareness and... more This study examined the relationship between high school students' phonological awareness and their performance in pronouncing allomorphs of English inflectional morphemes -ed and -s. The study involved 31 high school students in Can Tho City in the Mekong Delta of Vietnam. Data of the study were collected through a pronunciation written test (PWT) and a pronunciation oral test (POT). The findings pointed out that all the students had phonological knowledge of the two morphemes; however, the majority of the participants made errors in pronouncing them which indicated their lack of pronunciation performance. In addition, there was no correlation between the students’ phonological awareness and their pronunciation performance detected in the study. Based on the results, pedagogical implications were suggested. Article visualizations:
i-manager’s Journal on English Language Teaching, 2012
In Vietnamese secondary education, translation and visuals are traditionally used as major techni... more In Vietnamese secondary education, translation and visuals are traditionally used as major techniques in teaching new English lexical items. Responding to the Vietnamese government policy issued in 2008 on using IT for a quality education, the application of PowerPoint has been considered the most prevalent type of technology used in the classrooms throughout in Vietnam as Rickman (2000) stated. This paper reports the impact of implementing PowerPoint in teaching vocabulary in English classes in a Vietnamese secondary education setting. The study, with a two-group pre-test and post-test design aimed to test the effects of PowerPoint on learners' vocabulary retention and to investigate their attitudes towards the use of PowerPoint-based materials in teaching and learning vocabulary. 68 grade 10 students in an upper-secondary school in the Mekong Delta participated in the study. Three instruments were used to collect data: English vocabulary tests, questionnaire on students' perceptions toward the use of PowerPoint, and interview questions on teachers' evaluation of the contributions of PowerPoint to vocabulary teaching and learning. Results indicated that participants in the experimental group outperformed those in the control group in terms of vocabulary retention and their attitudes towards the use of Powerpoint in teaching and learning vocabulary were positive.
This paper presents the results of a collaborative project between the Faculty of Education and S... more This paper presents the results of a collaborative project between the Faculty of Education and Social Work at the University of Sydney, Australia, and the School of Education at Can Tho University, Vietnam. The project aimed to develop a model for the professional development of teacher educators in the context of educational innovations in Vietnam. Sixteen participants (2 from University of Sydney and 14 from Can Tho University) were permanently involved in the project. In addition, 10 other staff members from University of Sydney provided input. The study followed a qualitative approach in which workshops and training sessions on re-forming initial teacher education programs at Can Tho, in addition to presentations, written documents and formal evaluations were main sources of data collected and analysed. The project was a big success: Models of good teacher education programs and good teachers in the Vietnam context were developed; and participants developed their knowledge and ...
The effects of meta-cognitive strategy use on learning reading comprehension have gained much int... more The effects of meta-cognitive strategy use on learning reading comprehension have gained much interest of
General education in Vietnam consists of 12 grades: grades 1-5 (primary education for the age ran... more General education in Vietnam consists of 12 grades: grades 1-5 (primary education for the age range 6-11), grades 6-9 (lower-secondary education for the age range 12-15) and grades 10-12 (upper-secondary education for the age range 16-18). English is taught to grade 6-12 students in almost all Vietnamese secondary schools. However, learning to write in English has officially been brought into the curriculum as one of the required skills for Vietnamese students in the eighth grade since the school year 2004-2005. From this year on, writing was introduced into the English curricula for grades 9, 10 and 11 in sequence and in the 2008-2009 school year writing was introduced to grade 12 students. The reality of teaching and learning English writing at Vietnamese secondary schools has revealed that most students have problems in writing. Their problems are evident in the poor quality of their LAP Q. TRINH ** By
CTU Journal of Innovation and Sustainable Development
Under the lens of a sociocultural view, this qualitative study was conducted with 83 non-English ... more Under the lens of a sociocultural view, this qualitative study was conducted with 83 non-English major learners at a university in the Mekong Delta to examine English learners’ task engagement. Twelve of them were further invited to be interviewed. Data were collected from class observations, learning journals, semi-structured interviews and stimulated recall. The study showed that the same task was performed differently by learners, and that the way learners implemented a given task was shaped by the negotiation between their personal and contextual factors because of their sense of agency in the situated sociocultural learning context. The study has acquired an increased insight into learners’ task engagement regarding their agency in the teaching and learning context of Vietnam from a sociocultural view.
The query on how to teach young learners to succeed in their English learning has been somehow un... more The query on how to teach young learners to succeed in their English learning has been somehow under-explored. Just a few studies investigated the usefulness of the storytelling (ST) technique on English as a foreign language (EFL) young learners’ (YLs) in the Vietnamese context. Consequently, this study attempts to examine (1) EFL teachers’ perceptions of the contributions of ST, (2) YLs’ attitudes towards the effects of ST on their reading performance, and (3) the impacts of ST on YLs’ reading performance (RP). The study followed a mixed-methods design, using a questionnaire, interviews and reading tests to collect both quantitative and qualitative data. First, a survey was administered to 38 EFL teachers who have taught YLs for more than five years. The experimental study recruited 43 YLs who were divided into two groups, 21 YLs in two control groups and 22 others in two experimental ones. Six YLs in the experimental groups were invited to partake in the interviews, and 43 YLs to...
European Journal of English Language Teaching, Sep 2, 2022
This study aims to investigate the effects of using self-video recording on EFL high school stude... more This study aims to investigate the effects of using self-video recording on EFL high school students' lexicon knowledge. Participants include 80 EFL high school students in the Mekong Delta divided into two groups, namely the control and experimental group. Pretest and posttest were done to collect quantitative data before and after the treatment. After the treatment, the results of the experimental groups were higher than that of the control one in terms of lexicon knowledge. Therefore, this study gives recommendations for further studies in other aspects of speaking skills or speaking skills in general.
This study examined the relationship between high school students' phonological awareness and... more This study examined the relationship between high school students' phonological awareness and their performance in pronouncing allomorphs of English inflectional morphemes -ed and -s. The study involved 31 high school students in Can Tho City in the Mekong Delta of Vietnam. Data of the study were collected through a pronunciation written test (PWT) and a pronunciation oral test (POT). The findings pointed out that all the students had phonological knowledge of the two morphemes; however, the majority of the participants made errors in pronouncing them which indicated their lack of pronunciation performance. In addition, there was no correlation between the students’ phonological awareness and their pronunciation performance detected in the study. Based on the results, pedagogical implications were suggested. Article visualizations:
i-manager’s Journal on English Language Teaching, 2012
In Vietnamese secondary education, translation and visuals are traditionally used as major techni... more In Vietnamese secondary education, translation and visuals are traditionally used as major techniques in teaching new English lexical items. Responding to the Vietnamese government policy issued in 2008 on using IT for a quality education, the application of PowerPoint has been considered the most prevalent type of technology used in the classrooms throughout in Vietnam as Rickman (2000) stated. This paper reports the impact of implementing PowerPoint in teaching vocabulary in English classes in a Vietnamese secondary education setting. The study, with a two-group pre-test and post-test design aimed to test the effects of PowerPoint on learners' vocabulary retention and to investigate their attitudes towards the use of PowerPoint-based materials in teaching and learning vocabulary. 68 grade 10 students in an upper-secondary school in the Mekong Delta participated in the study. Three instruments were used to collect data: English vocabulary tests, questionnaire on students' perceptions toward the use of PowerPoint, and interview questions on teachers' evaluation of the contributions of PowerPoint to vocabulary teaching and learning. Results indicated that participants in the experimental group outperformed those in the control group in terms of vocabulary retention and their attitudes towards the use of Powerpoint in teaching and learning vocabulary were positive.
This paper presents the results of a collaborative project between the Faculty of Education and S... more This paper presents the results of a collaborative project between the Faculty of Education and Social Work at the University of Sydney, Australia, and the School of Education at Can Tho University, Vietnam. The project aimed to develop a model for the professional development of teacher educators in the context of educational innovations in Vietnam. Sixteen participants (2 from University of Sydney and 14 from Can Tho University) were permanently involved in the project. In addition, 10 other staff members from University of Sydney provided input. The study followed a qualitative approach in which workshops and training sessions on re-forming initial teacher education programs at Can Tho, in addition to presentations, written documents and formal evaluations were main sources of data collected and analysed. The project was a big success: Models of good teacher education programs and good teachers in the Vietnam context were developed; and participants developed their knowledge and ...
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