Kỷ yếu hội thảo tháng 12/2020

Kỷ yếu gồm 20 bài thể hiện tâm huyết của đội ngũ giảng viên Khoa Ngoại ngữ Kinh tế nhằm nâng cao chất lượng học tập của SV, đặc biệt nâng cao kỹ năng viết khóa luận tốt nghiệp của SV thể hiện qua chủ đề chính của hội thảo: ‘Supporting learners in writing thesis report and language skills’

A RESEARCH ON STUDENTS’ ONLINE LEARNING AND THEIR SATISFACTION WITH ONLINE TEACHING AT UEH FROM FEBRUARY TO JUNE 2020. (HO MINH THANG, M.A )
COVID-19 is an unexpected pandemic with severe consequences and damages for the economy, education as­­ well as all the other life aspects in Vietnam and the whole world. Nevertheless, it is an opportunity for the educaton itself to adapt and transform into a new innovative self-development. The University of Economics Ho Chi Minh City (UEH) has applied e-learning long before the pandemic with Learning Management System (LMS) since 2016, which now has an essential role in supporting UEH students finish their continuing first semester of 2020 as scheduled. Besides, other e-learning supporting flatforms such as Zoom, Google Meets, Microsoft Team, etc., were used shortly in response to the students’ resources’ availability. Consequently, there are challenges and opportunities for UEH lecturers and managers to consider when and how to fully apply online teaching to offer the best quality online learning experience to students. The research is done with the chosen UEH students and the latest news from other studies of the pandemic-related themes. The results are entirely satisfactory when we experienced this once-in-a-lifetime opportunity to have a clear vision and have reasonable recommendations for this new learning style and teaching with Industry 4.0 under the best e-learning environment and quality for UEH students.
AN EFFECTIVE PROCEDURE FOR STUDENTS TO ACCOMPLISH INTERNSHIP REPORTS AT SCHOOL OF FOREIGN LANGUAGES FOR ECONOMICS (HÀ THANH BÍCH LOAN, M.A)
To complete an internship report, a student needs to join the workplace as an intern, and then write a report as required, which often takes place within three months. In reality, a number of students, due to inefficient time-management skills, usually miss the deadlines by their instructors. Accordingly, they tend to do their task in a hurry or even copy someone else’s work, and obviously finish their reports with inferior results. Internship reports are deemed to be the heaviest module of tertiary learning program because it accounts for 10 credits, which can promote or frustrate their whole performance. To help students accomplish the final module of their three-and-a-half-year course for gaining a Bachelor’s degree in time, as a supervisor, the author has built a procedure with specific steps and tight deadlines. After three courses of the Business English Program, with having instructed 12 students to do internship reports, the author found that only with a specific plan and deadlines, as well as student’s raised awareness of self-discipline, can they do a great job. This writing is aimed to share what the author has been doing in the hope of bringing something beneficial to stakeholders.
AN OVERVIEW OF LANGUAGE LEARNING STRATEGIES (NGUYEN PHU QUYNH NHU, M.A)
Learning strategies are “the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information” (O’Malley & Chamot, 1990, p.1). In other words, learning strategies are “operations employed by the learner to aid the acquisition, storage, retrieval, and use of information” (Oxford, 1990, p.8). In addition, Oxford (1990) also defines learning strategies as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, and more transferable to new situations” (p.8). Meanwhile, according to Stern (1992), “the concept of learning strategy is dependent on the assumption that learners consciously engage in activities to achieve certain goals and learning strategies can be regarded as broadly conceived intentional directions and learning techniques” (p.261).
CÁC ĐẶC ĐIỂM CẦN CÓ CỦA MỘT BÁO CÁO KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC
Để thực hiện được đề tài khóa luận tốt nghiệp thành công, các sinh viên cần biết rõ các yêu cầu, các đặc điểm và cấu trúc của một quyển báo cáo khóa luận tốt nghiệp. Điều này còn giúp cho sinh viên định hình được các ý tưởng của đề tài, các công việc cần phải thực hiện và kết quả đạt được. Việc hiểu rõ các yêu cầu này còn có thể giúp cho sinh viên kịp thời điều chỉnh đề tài, điều chỉnh cách thực hiện để đảm bảo sẽ có được một kết quả đạt yêu cầu theo đánh giá của Khoa.
CORPUS APPLICATIONS IN LANGUAGE TEACHING (Võ Đình Phước, M.A)
Recently, the presence and use of electronic text corpora in language teaching have become ever more significant and made innovative changes in education. Moreover, large corpora such as British National Corpus (BNC) or Cobuild are now free of charge and online, enabling teachers and learners to access at will for their practice. This study examines the effectiveness of electronic text corpora in teaching activities, especially in teaching writing skills. With the wish to contribute to improving the current English teaching practice at the University Economics Ho Chi Minh City, this paper introduces corpus applications as an approach to minimize the teachers’ workload and encourage students’ learning autonomy.
GRAMMARLY – PHẦN MỀM HỖ TRỢ VIỆC DẠY VÀ HỌC KỸ NĂNG VIẾT TIẾNG ANH (Võ Đình Phước, M.A)
With the advancement of technology, language teaching and learning have received much support from useful software, language processing tools, and AI applications. This paper introduces Grammarly as one of the powerful software that provides a series of features to check user writing for lexical, grammatical, and syntactic errors and give corresponding advice of revision. The advantages are not only the learners’ writing errors were significantly decreasing after using Grammarly but also increased their awareness and knowledge of how to make their writings better. Moreover, it is recommended that Grammarly be used as an alternative assessment for learners’ writing to minimize a tremendous amount of effort, time, and deliberation to lecturers. This paper also addresses the importance of the errors’ correction and feedback to improve learners’ writing skills.
GETTING STUDENTS READY FOR GRADUATION THESES (Ho Dinh Phuong Khanh, M.A)
Internship reports or graduation theses, which are a 10-credit requirement for graduation, play a very important part in helping students earn a good university degree. Writing a thesis, however, is no simple task.  It is not uncommon for a student to produce four to five drafts before having a complete submission. Therefore, it is necessary for students to have careful preparation and meticulous hard work. During the time working together, not only the students have to learn a lot to meet the requirements, but I am also tempted by the motivation to improve myself. In this article, I aim to share what I have learned along the way to fulfill my roles.
GUIDELINES FOR WRITING A RESEARCH DISSERTATION (Nguyen Thi Minh Ngoc, M.A.)
The Basic Steps
The Content |
HOW CAN GAMES OF VOCABULARY BE USED IN A READING CLASS? (Nguyen Thi Minh Ngoc, M.A.)
From the informal interviews with the teachers, it is found that using games in the classroom is a bit waste of time because of the time constraint of the schedule. On the contrary, the students show their interests in learning language through doing various activities, especially playing games. However, many researches indicate that games in the language classroom have brought many advantages to the learning outcome. Games can develop students’ autonomous learning skills and encourage them to spend more time on tasks. Therefore, the teacher has applied using games to teach the students to find out if it is really beneficial to the students’ learning process in a reading class at UEH.
HOW DO WE IMPROVE STUDENTS’ THESIS QUALITY? (Phan Van Thanh, Ph.D.)
Students attending the Bachelor of Arts program in Business English at the School of Foreign Language for Economics all have to complete their internship reports or theses to fulfill their credits and graduate. Most students get through the process with ease, whereas some may somewhat struggle, especially those who decide to follow the thesis route. A variety of reasons could be named to explain why the majority of students normally suffer from writing a thesis. Two typical issues and suggestions on how to tackle them will be presented with the hope of better aiding the thesis writing process and thus improve the quality and efficiency of students’ final theses.
INSIGHTS INTO QUALITATIVE AND QUANTITATIVE EDUCATION RESEARCH METHODS (Nguyen Luong Hoang Thanh, M.A.)
People have questioned, observed, analyzed, hypothesized, and evaluated for years to make sure that the result of educational research can enhance the process of teaching and learning. And among many approaches to educational research, there has been heated debate as well as broad classification among the academic community about the relative merits of the quantitative and qualitative research approach. Although the boundaries may be difficult to determine as both approaches have their own advantages when people make the most and best use of their findings; the debate tackling which method is better than the other, seems to never end. First of all, let us start by investigating the definition of these two research approaches.
INSPIRING STUDENTS TO DELIVER SUCCESSFUL LEARNERS (Le Thi Tuyet Minh, M.A.)
Learners’ motivation plays a critical role in foreign/second (L2) language acquisition. Since motivation is one of the key factors determining success in L2 learning, motivational strategies should be an important aspect of teachers’ instructional strategies. A teacher is like a conductor, guiding students’ emotions and performance. Great teachers inspire students, promote learners’ motivation so that learners can take charge of their own learning; thus they deliver successful learners.
INTEGRATING RESEARCH ACTIVITIES FOR BEGINNERS (Hồ Thị Phương Nam, MA.)
There has been a raft of schools introducing research-based core subjects, or research-driven optional modules into their curriculum. These plans have been drawn up to show educators’ great foresight in providing their students with adequate researching backgrounds. However, the number of higher education centres which are adopting these kinds of courses, officially and unofficially, remains low. In some schools, the amount of time offering research-based courses is likely to be underfunded. Therefore, when attending the project, dissertation, or proposal writing modules while at school, or after finishing school, Master-students-to-be, especially senior students, are facing apprehension, then their final work might not be well-qualified.
KỸ NĂNG VIẾT BÁO CÁO THỰC TẬP CỦA SINH VIÊN NGÔN NGỮ ANH – THỰC TRẠNG VÀ GIẢI PHÁP ĐỀ XUẤT (Ths Nguyễn Thị Diệu Chi & Ths Hồ Minh Thắng)
Để hoàn thành chương trình học cử nhân, sinh viên (SV) chuyên ngành Ngôn Ngữ Anh (NNA) thuộc Khoa Ngoại Ngữ Kinh tế (NNKT) phải trả qua một học kỳ thực tập, sau đó viết báo cáo thực tập theo dạng nghiên cứu khoa học (NCKH) có nội dung liên quan đến doanh nghiệp nơi các em thực tập.
LEARNING AUTONOMY IN LEARNING LANGUAGE SKILLS:TEACHERS’ PERSPECTIVE (Le Thi Thao Linh, M.A)
This paper aims at exploring multi-aspects of learning autonomy at the university level, especially concerning EFL teachers’ perspectives in HCM city’s language teaching and learning context. Accordingly, methods of promoting learners’ autonomy are proposed, which are especially relevant to the Vietnamese context of teaching and learning English. In this small-scale study, 5 EFL teachers joined a focus-group interview to express their attitudes towards learner autonomy. The findings indicate that interviewed teachers are generally happy with the notion of learner autonomy and there still exist some difficulties regarding enhancing this learning strategy. In addition, participants also recommend methods to boost learner independence in studies, such as engaging in outside class tasks, involving learners in decision making and assessment for the learning process or building a community in which everyone can share ideas and support each other.
MỘT SỐ KIẾN NGHỊ NHẰM NÂNG CAO CHẤT LƯỢNG KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC CỦA SINH VIÊN KHOA NGOẠI NGỮ KINH TẾ (ThS. Nguyễn Thị Hạnh)
Khóa luận tốt nghiệp của sinh viên vừa là một đề tài khoa học vừa là một báo cáo mang tính học thuật. Tuy được ban chủ nhiệm khoa và các thầy cô trong khoa định hướng, tư vấn và hướng dẫn thực hiện khá chi tiết, nhưng do chưa có kinh nghiệm làm đề tài nên các sinh viên còn gặp một số khó khăn. Bài viết này trình bày một số kiến nghị với góc nhìn của một giảng viên hướng dẫn nhằm giúp sinh viên thực hiện khóa luận tốt nghiệp thuận lợi hơn và có chất lượng tốt hơn.
SOME SUGGESTED ACTIVITIES TO ENHANCE STUDENTS’ ENGAGEMENT IN EFL READING LESSONS (Kieu Huyen Tram, M.A)
Reading is the way many people choose to be entertained and educated. It is considered one of the most popular hobbies and greatest pleasures in life. However, when it comes to reading in a foreign language, reading, for many students, becomes a struggling and boring experience. In the classroom context, where reading materials are texts from course books and a read-and-answer approach to reading texts is adopted by a number of teachers, reading practice often elicits yawns. In order to share the experience of making reading lessons more engaging and communicative, in this paper, the author presents four practical and effective strategies in teaching EFL reading: (1) making use of prediction before reading; (2) having students ask questions while reading; (3) boosting reflections after reading; and (4) using KWL chart. The paper is classroom focused on experiential flavour; therefore, it speaks teacher-to-teacher rather than to an academic audience. By explaining each strategy in detail and with examples, the author hopefully can bring up some easy-to-apply ideas that EFL teachers may find useful for their reading teaching.
SUPPORTING LEARNERS IN WRITING THESIS DISSERTATION (Vo Thi Hong Le, Ph.D.) 
Writing effectively has been known as one of the most important skills for learners of English. It requires graduate’s language skills which include receptive skills (listening and reading) and productive skills (speaking and writing). Among these skills, writing is considered as the most challenging one. This skill concerns the ability to write a formal or informal style in a proper context or how to use politeness strategies to express ideas effectively. It raises the importance of English learning and teaching tailored to such workplace needs of graduates. However, writing skills, particularly writing of research dissertations, are always difficult for learners of English. The question of how to motivate students to get engaged in practice writing always challenge teachers.
USING BRAINSTORMING SKILLS TO ENHANCE STUDENTS’ SPEAKING PERFORMANCE (Le Thi Thao Linh, M.A)
When coming to tertiary levels, students need to be able to discuss both concrete and abstract topics, especially those that require much more insight into the specific topics. Consequently, it is vital that they be capable of generating numerous ideas for those issues or the conversations could barely go any further. In such a scenario, group brainstorming skill occurs to offer a beneficial solution to the problem of lacking key ideas. This paper aims at providing some key information about this technique through a literature review. However, due to time constraints and lack of face-to-face sessions during the Covid-19 Pandemic, this paper is the preliminary step to set up the plan in order to evaluate the effectiveness of this brainstorming technique. The overall results of the literature review indicate that employing brainstorming can assist students in thinking of more organized ideas and enabling better speaking performance.
USING GOOGLE TRANSLATE IN A LANGUAGE CLASS (Dương Thị Thúy Uyên, M.A.)
Recently, the students’ internship reports with numerous bad Google Translate-produced sentences and paragraphs have raised concerns about their overusing this automatic translation tool. However, it cannot be denied that Google Translate (GT) is of great support to the students in their study and if used effectively, it can bring more benefits to the learners. Therefore, it is expected that English teachers, instead of forbidding the students from using GT, should help them use this tool to their advantage to enhance their efficiency in learning and producing language.
Key words: Google Translate

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