Kỷ yếu Hội thảo Khoa Ngoại ngữ Kinh tế tháng 12/2019

Ngày 12 tháng 12 năm 2019, Khoa Ngoại ngữ Kinh tế đã tổ chức hội thảo khoa học với chủ đề “Teaching language in the 4.0 era and content-based instruction for business English”. Để tham khảo đầy đủ nội dung kỷ yếu, Quý Thầy Cô có thể truy cập tại đây

Dưới đây là tóm tắt các bài viết đăng trong kỷ yếu:

1. APPLICATION OF STARTWITHEARS.EDU.VN IN SUPPORTING STUDENTS  TO PRACTISE BUSINESS ENGLISH AT  THE UNIVERSITY OF ECONOMICS, HO CHI MINH CITY

(Nguyễn Phương Chi, M.A – Kiều Huyền Trâm, M.A)

Having observed our business English students at the University of Economics Ho Chi Minh City (UEH) struggle with their English language comprehension skills, our research team decided to create a task-related website, startwithears.edu.vn, to supplement the business English curriculum. The purpose of our research was twofold.  First, we wanted to study the attitudes of students towards the website. Second, we wanted to evaluate its effect on language learning from the students’ perspective. The study involved 202 participants from five Pre-intermediate business English classes at the UEH. It featured the analysis of our Web Completion Study questionnaire. The findings show strong evidence to suggest that the website serves as an effective language learning tool, with an emphasis on vocabulary learning and listening comprehension. In the future, we hope to improve the website to further meet the needs of UEH students.

2. DẠY TIẾNG ANH TRONG THỜI ĐẠI 4.0 – RÈN LUYỆN KỸ NĂNG ĐỌC VÀ VIẾT CHO SINH VIÊN QUA LMS

(ThS. Nguyễn Thị Diệu Chi)

Trong kỷ nguyên 4.0 này khi sự phát triển của khoa học kỹ thuật đem đến nhiều tiện ích cho tất cả các lĩnh vực đời sống, việc áp dụng các phương tiện hiện đại vào giáo dục là điều bắt buộc. Tại Đại Học Kinh tế TP.HCM (UEH), giảng viên (GV) được khuyến khích sử dụng hệ thống quản lý học trực tuyến (LMS) do phòng Công Nghệ Thông Tin của trường thiết lập trong các khóa học và chương trình đào tạo.

Bài viết này nhằm xem xét mức độ hiệu quả của việc sử dụng LMS để rèn luyện hai kỹ năng đọc và viết của sinh viên (SV) ở các trình độ và chuyên ngành học khác nhau, cùng đánh giá những ưu và nhược điểm của hệ thống từ quan điểm của SV; trên cơ sở đó đề nghị giải pháp cải tiến với hy vọng giúp hệ thống hoạt động thêm hiệu quả.

3. DẠY HỌC TRONG THỜI ĐẠI 4.0 – NHỮNG VẤN ĐỀ VƯỢT NGOÀI HIỆU QUẢ HỖ TRỢ CỦA CÁC THIẾT BỊ KHOA HỌC KỸ THUẬT HIỆN ĐẠI

(ThS. Nguyễn Thị Diệu Chi)

Bài viết này trình bày vài trường hợp SV bị xem là “cá biệt” trong các lớp thuộc hệ đại trà và chất lượng cao (CLC) khóa 40 và 41 của UEH vì kết quả học kém hay thái độ sống khép kín – không hòa đồng hay tham gia bất kỳ hoạt động nào do lớp, Thầy/Cô hay nhà trường tổ chức. Người viết bài đã chú ý đến sự thụ động hay trơ lạnh và bất hợp tác của các em, tìm hiểu nguyên nhân gây ra tình trạng tâm lý và hành vi bất thường, qua đó cố gắng tìm cách giúp các em giải quyết phần nào trạng thái bất ổn của bản thân để hòa nhập lại với cộng đồng.

4. ÁP DỤNG CÔNG NGHỆ THÔNG TIN VÀO VIỆC  GIAO SINH VIÊN LÀM BÀI TẬP NHÓM

(ThS. Nguyễn Thị Hạnh)

Bài tập nhóm sinh viên là dạng bài tập ở nhà rất phổ biến cho đối tượng người học là sinh viên đại học. Đây là dạng bài tập vừa giúp cho sinh viên rèn luyện kỹ năng mềm khi hợp tác làm việc với nhau trong nhóm, vừa là dạng bài tập giúp sinh viên tìm hiểu thêm nhiều kiến thức chuyên môn hay và đa dạng qua các đề tài được giao có liên quan đến môn học. Đối với sinh viên học ngoại ngữ, hình thức bài tập nhóm còn giúp cho các sinh viên rèn luyện kỹ năng thuyết trình, hùng biện, tương tác và biện luận, là các kỹ năng quan trọng trong việc học ngoại ngữ.

5. CHỌN LỰA HÌNH THỨC VÀ KỊCH BẢN HIỆU QUẢ CHO HOẠT ĐỘNG KHỞI ĐỘNG VÀ TÁI KHỞI ĐỘNG KHÔNG KHÍ HỌC TẬP

(ThS. Nguyễn Thị Hạnh)

Trong bài viết này, tôi xin trình bày một số hoạt động khởi động và tái khởi động mà tôi đã dùng có hiệu quả trong công tác giảng dạy của mình. Đối tượng người học của các hoạt động trong bài viết này là các sinh viên đại học học Anh văn không chuyên và chuyên ngành. Đây là đối tượng học viên phải học tập toàn thời gian nên dễ bị rơi vào tình trạng nhàm chán trong việc học, cần được giáo viên quan tâm kích thích, tạo sự hứng thú trong học tập, và là đối tượng người học mà giáo viên thường có mong muốn khảo sát để biết kỹ năng và kiến thức hiện có của các em trước khi bắt đầu triển khai các hoạt động học tập chính thức của bài học.

6. TAKING LMS ON THE GO: ENHANCING STUDENT ENGAGEMENT

(Hồ Đình Phương Khanh, M.A)

At UEH, the Learning Management System (LMS) plays a significant role in the English training program, making learning more convenient and flexible. In an online environment, however, the problem of low course completion rates and less student engagement may arise. Having access to an LMS does not necessarily mean that learning has occurred effectively. To make sure that LMS is truly accessible, approaches should be tailored to meet students’ needs and expectations. By enhancing student engagement in the course, LMS can bring about better learning outcomes.

7. TEACHING WRITING: GETTING TO KNOW THE WRITERS IN MY CLASSROOM

(Hồ Đình Phương Khanh, M.A)

Writing is one of the most important life-long skills teachers impart to their students. When teaching writing, it is necessary that teachers have a grasp of students’ atttitudes towards the writing skill as well as their expectations so that they can best be helped to learn effectively. With that aim in mind, I carried out a survey among a representative sample of 3 writing classes. Based on the findings I can select appropriate methods and resources to aid the students more in writing.

8. TEACHERS – A CONTEXTUAL FACTOR EFFECTING TEACHING MATERIALS ADAPTATION

(Võ Thị Hồng Lê, Ph.D)

Materials and methods cannot be seen in isolation, but “are embedded within a broader professional context” (McDonough and Shaw, 1993:5). The context factors involved in the design of materials and methods are learners (their needs, characteristics and so on) and the whole educational setting in which the teaching takes place. Teachers which are often included in the factors affecting the setting are being discussed in more details in this paper because it closely relates to teaching materials adaptation and teaching methods. Therefore, this important contextual factor will be discussed in this writing.

9. GAINING BUSINESS VOCABULARY FROM READING CONTEXT

(Hà Thanh Bích Loan, M.A)

Vocabulary is considered as a tool for delivering information through speaking and writing or receiving message from reading and listening. This is therefore a concern of many students when studying English. In business English courses at UEH, Market Leader is used as a main source of materials to equip business students with a four-skill set: Listening, Speaking, Reading, and Writing. When it comes to reading, apart from doing reading comprehension tasks, students have to face a sort of challenging exercise, namely finding words from the reading passage, which they have just read, to match the given definitions or new context. The aim of this activity is to consolidate students’ vocabulary stock through its meaning in particular context. Moreover, this kind of exercise also enables student to well carry out their end-of-module test. At the beginning of Module 1 – course 45, many of the students in the writer’s classes found it difficult to deal with, but after being provided with tips to handle, they have become more confident and they are now eager to do the tasks available in their copied material without any reminder from the teacher. This paper aims to discuss how to help students get rid of the obstacles by using helpful tips and doing more of this type of exercise designed by the teacher in charge, based on the reading texts in each unit from Market Leader – pre-intermediate – course book.

 10. WAKING UP MODULE-ONE BUSINESS COMMUNICATION SKILLS
FOR FRESHMEN AT UEH

(Hà Thanh Bích Loan, M.A)

Business communication skills, especially in English, have never been concerned that much as they are considered one of the most important soft skills in working environment. This, therefore, minds almost all the stakeholders such as employers, employees, educators, learners, etc. Particularly, Market Leader is quite a good book in which situations or scenarios designed and selected for business communication skills are authentic. Unfortunately, at UEH, those situations appear not to have been exploited properly enough to first serve the student needs due to time consuming. The reason is that students have to deal with many types of exercises from Reading, Listening, Presentation, Vocabulary, Grammar, and a series of end-of unit-tests. According to a recent survey at the beginning of Course 45, the findings show that most of the students at UEH are willing to learn but afraid to practice business communication skills, which help them to meet employer expectations like job interview, telephoning, presenting a company, or negotiation, and so on. In this paper, the procedure for what to be done in the classroom so as to help students gradually minimize their fear to handle those difficult skills and even perform productively in their speaking test will be discussed in detail.

11. MAKING USE OF E-NEWS IN THE CLASSROOM

(Lê Thị Tuyết Minh, M.A)

Teachers have long used news in various ways to complement and supplement their course materials. In today’s digital age, electronic newspapers provide an easy access for everyone to keep up to date with the latest news around the world. English speaking e-newspapers present language teachers and learners with an enormous source for teaching-learning possibilities conveniently. In this paper, the writer shares her instructional strategy in integrating news into the curriculum of her reading class for the third- year students majoring in Business English at the University of Economics Ho Chi Minh City (UEH). The instructor aims to provide the students  with meaningful experiences that do not only help them improve their reading skill but also develop other skills such as communication skills, etc. through a broad exposure to live language from the media, particularly in this case, utilizing online newspapers.

12. HOW TO TEACH THE SPEAKING SKILL MORE EFFECTIVELY

(Nguyễn Thị Minh Ngọc, M.A)

From the teacher’s observation and the test scores of the speaking skill of the first-year students at HCM University of Economics, their speaking skill is one of the worst in comparison with the other skills. Most of the students come from small towns or the countryside where the speaking skill is neglected. They just focus on learning grammar, reading and writing to pass the tests. Therefore, their pronunciation is really a problem when they enter the university. When speaking English, they have a tendency to drop the ending sounds and pronounce most of the key words incorrectly. Moreover, most of the teachers wonder if the first-year students can carry out a project in group instead of speaking in pair. From the teacher’s point of view, a research on whether project-based learning (PBL) could improve the students’ speaking skill is a necessity.

13. HOW TO MODIFY CONTENT-BASED INSTRUCTION (CBI)  IN AN INTEGRATED CLASS

(Nguyễn Thị Minh Ngọc, M.A)

In UEH, the curriculum focuses on teaching Business English to the students of all the levels. The students are taught not only language skills but also their major in English. Based on the aim of the syllabus, content-based approach is suggested when both the target language and some meaningful content are integrated in the classroom. In content-based language teaching, therefore, teachers use content topics rather than grammar rules, vocabulary spheres, operative functions or contextualized situations as the frame for instruction.

14. EVALUATING THE LEVEL OF THE SATISFACTION OF HIGH QUALITY STUDENTS K43 ON MODULE 5 ‘E-BUSINESS WRITING’

(Bùi Mỹ Ngọc, M.A)

Students’ satisfaction level in fact has big impact on their interest in their study. This is the reason why this research will evaluate the level of their satisfaction with the writing course which is an extra module just for high quality classes at UEH. In order to know how satisfactory the course is, we have to do this research. 

15. CODE-SWITCHING IN FOREIGN LANGUAGE CLASSROOMS

(Nguyễn Phú Quỳnh Như, M.A)

In the context of communicating between different language varieties, especially in foreign language learning classrooms, code-switching arises as an inevitable consequence. In fact, this issue has been of increasing interest and has been under study for several decades. It is analyzed from various perspectives including sociology, anthropology, linguistics, and the like. As for this study, code-switching is mainly discussed from linguists’ views. Besides, code-switching used by teachers in the foreign language learning classroom started triggering special attention in the 1980s.

In order to help foster the understanding of this research, firstly, some key definitions for code and code-switching will be given. Other concepts like code-mixing, borrowing, and bilingualism are also defined to make the meaning of code-switching clearer. Next, a wide range of relevant studies on code-switching will be discussed in details. The last part will deal with the revised Markedness Model of Myers-Scotton (2002)- one of the most influential studies of the macro approach to code-switching functions research.

16. LANGUAGE LEARNING STYLES: AN OVERVIEW

(Nguyễn Phú Quỳnh Như, M.A)

Together with globalization, the English language has spread widely all over the world to a great extent. It is now considered a means of communication in many major fields such as science, education, business, and technology. It also helps boost cooperation and understanding among countries. Therefore, there is an ever increasing need to master English. However, different learners have different approaches to learning this language, and this leads to varying results. Research has been carried out as to what factors decide the success of people’s English learning process. The top factors include personality, age, aptitude, motivation, and learning styles. Among them, learning styles are considered the most influential factors to learners’ success. In this paper, an overview of related literature about research done in the field will be provided.

17. KAHOOT! – THE MODERN GAME-BASED PLATFORM FOR ENGLISH CLASSES

(Thái Hồng Phúc, M.A)

Nowadays, learning English is a must if people want to make great progress in their careers and lives. Teachers of English have been trying to find the best ways to make teaching activities more engaging in order to motivate their learners. Technology, on the one hand, makes English teaching easier and more convenient thanks to modern equipment and online learning. On the other hand, it is more challenging for teachers to catch up with new technology applied in language teaching and learning. This article aims at briefly introducing Kahoot!, an online student-response game-based tool that helps learners play and learn at the same time. It can also show quick and real-time results on a white screen and students’ mobile devices in class. 

18. CÁC CÔNG CỤ ĐO LƯỜNG ĐỘ KHÓ VĂN BẢN

(ThS. Võ Đình Phước)

This paper assessed the capabilities of text analyzers to predict reference measures of text difficulty. All these tools use measures of word difficulty (frequency, length) and sentence length. Some employ other features of words, sentence syntax, and text cohesion, creating a broader range of text and linguistic measures. The use of text difficulty analyzers in language teaching have seemed to make innovative changes in teacher’s work, especcically, in selecting appropriate texts for materials development and assessment. This paper will hopefully propose effective methods and approaches for improvements that benefit not only the teachers concerned but also bring in better outcomes for the foreign language teaching and learning activities at the University of Econimics Ho Chi Minh City.

19. DIFFICULTES DE LECTURE EN FRANÇAIS CHEZ LES ETUDIANTS DU DEPARTEMENT DE FRANÇAIS

(ThS. Nguyễn Thị Thiên Phương)

La lecture en langue étrangère fait partie des compétences de communication. L’auteur de l’article a mené une enquête auprès des étudiants du Département de français pour comprendre les enjeux de cette activité. Le résultat de la recherche l’aide à mieux appréhender les difficultés que peut rencontrer un apprenant et enfin à émettre des recommandations à destination des acteurs de l’enseignement / apprentissage des langues vivantes pour une meilleure performance en compréhension écrite.

20. STRATEGIES, STYLES, AND THE RELATIONSHIP BETWEEN THEM

(Nguyễn Lương Hoàng Thành, M.A)

In this article, I would like to introduce an overview of some studies and researches that have been done to get an insight into the relationship between these two variables.

21. ACTION RESEARCH IN EDUCATION – AN OVERVIEW

(Nguyễn Lương Hoàng Thành, M.A)

As far as I am concerned, educational research plays an important role in enhancing the process of teaching and learning. According to Fraenkel, Wallen, and Hyun (2011), there are different research methodologies such as quantitative and qualitative research, experimental research, correlational research, causal – comparative research, survey research, ethnographic research, historical research, action research, evaluation research… All have value for us in education and no single approach should be considered as superior to any of the others. However, when we take into account the matter of change and improvement, Action Research seems to be the most useful.

22. TEACHING AND TESTING SPEAKING SKILLS FOR FRESHMEN OF THE ENGLISH LANGUAGE MAJOR AT UEH

(Phan Xuân Thảo, M.A)

UEH offers academic programs of Bachelor’s degree not only in Economics, Finance, Accounting, Banking, and International Business but also in Business English.

For three years and a half, Business English students must satisfy the knowledge, skills and attitude requirements of the BA program. Among them, the skills in communication in English (listening, speaking, reading, and writing) must be equivalent to Level C1 – CEFR. With the aim of using English for Business and Work Purposes, Cambridge Business English Certificates (BEC) are oriented in end-of-course Speaking exams.

In this paper, the teaching and testing of the freshmen’s speaking skills with BEC orientations are examined and discussed.

23. WHAT INGREDIENTS SHOULD BE ADDED TO A RECIPE OF
AN ENGLISH FOR LAW CLASS?

(Nguyễn Thị Kim Thủy, M.A)

On setting the objectives for an English course, most teachers of English have reached an agreement that English is only a means to an end, not an end in itself. This is equivalent to the fact that English must serve the learners’ work and study-related purposes. In this light, English for Specific Purposes has been deemed greatly important/ essential and distinctive in the English language curriculum for those majoring in various areas like UEH students. Although this English teaching approach has been efficient in bringing the learners to the real-life world of English, it gives rise to unavoidable challenge for the teachers of ESP. In addition to the burden of cultivating the learners’ language skill, and demystifying the technical terms related to their specialised areas, they have to manage to inspire their students with a variety of activities in the classroom so as to remove the monotonous atmosphere caused by the heavy stock of vocabulary and the relevant knowledge of the target areas. 

24. INCREASING TASK AUTHENTICITY IN THE EFL CLASSROOM
BY CASE STUDIES

(Bùi Thị Thu Trang, M.A)

It is obvious that a lot of course books concentrate on the linguistic aspects of language learning and fail to tap the human being’s potential for multi-dimensional processing. This results in the boredom and inactive involvement of language learners into the tasks. In particular, they are reluctant and unwilling to engage in the activities listed in the course books. One way to motivate learners is the use of case studies due to its authenticity.

25. APPLYING CALIBRATION FOR ENGLISH FOR PRESENTATION COURSE TO ENSURE QUALITY AND FAIRNESS IN TESTING

(Dương Thị Thúy Uyên, M.A)

To guarantee the accurate, reliable and fair measurement of the learners’ language capability, the standards of Quality and Fairness have been set up. One of the elements which helps to meet these standards is calibration. Therefore, in the process of preparation and administering the test, calibration should be conducted to ensure accuracy, reliability and fairness in assessing learners’ language proficiency levels.

26. DR. “NO” VÀ TĂNG CƯỜNG PHÁT TRIỂN KỸ NĂNG GIAO TIẾP HÀNG NGÀY CHO SINH VIÊN

(ThS. Dương Thị Thúy Uyên)

Với lượng sinh viên nhập học và hình thức tuyển sinh hiện nay, trình độ tiếng Anh đầu vào của sinh viên tại trường Đại học Kinh tế tp Hồ Chí Minh có sự chênh lệch khá nhiều. Trong khi một trong những chức năng và nhiệm vụ của khoa Ngoại ngữ Kinh tế (NNKT) là “đào tạo và bồi dưỡng nguồn nhân lực có trình độ ngoại ngữ đáp ứng với yêu cần ngày càng cao của mội trường làm việc …” và “góp phần hoàn thành mục tiêu trở thành trường đại học theo định hướng nghiên cứu” (cụ thể là đối với sinh viên là đào tạo các em có khả năng đọc tài liệu chuyên ngành bằng tiếng Anh), thì thông tin phản hồi từ nhà tuyển dụng là sinh viên của trường cần củng cố và phát triển thêm kỹ năng nghe, nói và viết. Giảng viên khoa Ngoại ngữ Kinh tế thật sự đang đứng trước bài toán khó: trong quỹ thời gian đào tạo cho phép, làm sao thực hiện tốt nhiệm vụ đặt ra và đáp ứng được nhu cầu của xã hội? Có thể cân bằng được cả hai nhiệm vụ và yêu cầu này hay cần ưu tiên cho việc nào trước?

MỘT SỐ HÌNH ẢNH TRONG BUỔI HỘI THẢO