Kỷ yếu Hội thảo Tháng 7/2021

Trong giai đoạn dịch COVID-19 đang diễn biến phức tạp, học tập thông qua công nghệ số hầu như là giải pháp thiết yếu để giúp người học và người dạy đảm bảo tiến độ học tập, thi cử. Nhận thức được tầm quan trọng của vấn đề, Khoa Ngoại ngữ đã tổ chức hội thảo Khoa dưới hình thức trực tuyến để tạo kênh trao đổi, chia sẻ kinh nghiệm của các GV thông qua đề tài: “Language Teaching and Learning in the era of digital transformation”. Hội thảo đã được các Thầy Cô đón nhận nhiệt tình với sự đóng góp 18 bài viết đa dạng với nhiều góc nhìn hữu ích xung quanh đề tài này.

  1. Allow Mobile Phones in the Classroom to Enhance Students’ Confidence and Communication Skill (ThS. Hồ Minh Thắng)
    To enhance EFL learning, the development of updated technological support has been a critical issue over the past decade. With a booming mobile market in Vietnam, mobile and other portable devices are beginning to influence language teaching and learning. Besides, enhancing students’ confidence in using English to communicate with others has become one of the main objectives in English teaching and learning at universities over the last few years. As a suggestion, this study has explored the effectiveness of using mobile phones as video recorders to help students gain more confidence and improve their communication skills. The study involved designing communicative tasks which required students to use their cell phones to create some short clips in which they had to speak English. During the process, an observation sheet was applied to get students’ responses so that teachers could provide instant support. Following was a questionnaire to get students’ feedback about the effectiveness of these activities. Finally, interviews with students were conducted to find out their attitude towards using mobile phones as a tool for learning, especially for language learning. The results showed that using mobile phones for language learning seemed to create an inspiring learning environment for the students in which they tended to be more confident to express their opinions. Even though there were some issues related to technical problems or Internet access, student participants showed great interest in the activities and improved their communicative skills.
    2. Các ứng dụng Flipgrid, Padlet và Chatterpix  trong thực hành nói tiếng anh (ThS. Nguyễn Phương Chi)
    With the remarkable development of technology in the 21st century, language learning opportunities for students are numerous. Many language learning applications/websites have been built to help students “explore to learn new things in various innovative ways”(Anil,2016). In addition, the outbreak of the pandemic has reinforced the indispensable role of language learning applications/websites when offline classes have to be moved online. In terms of speaking skills, Flipgrid, Padlet and Chatterpix are the apps/websites that are often recommended to increase student talk.
    3. Chuyển đổi số trong giảng dạy và nghiên cứu ngôn ngữ (ThS. Võ Đình Phước)
    This paper will provide an overview of the digital transformation in language teaching and learning as well as in other fields of language study. Also, it proposes some measures for the application of digital transformation to the improvement of foreign language teaching and learning at the University of Economics Ho Chi Minh City (UEH).
    4. Cultural activities at the institute of cultural exchanges with France (IDECAF) (ThS. Nguyễn Thiên Phương)
    HoChiMinh-Ville is a very important commercial and cultural city of Viet Nam. Culturally, several cultural centers scattered around the city attract the attention not only of the people of the city but also of the inhabitants of other parts of the country. The Institute of Cultural Exchanges with France – IDÉCAF – is one of the city’s well-known cultural centers. It is a place where genuine bonds of friendship have developed between Vietnamese and French interns, students and tourists. In other words, it is a meeting place and exchange point for young Vietnamese and young French people. People come here to learn to work, to have fun and to cultivate themselves.
    5. Digital transformation in training and studying at UEH:  strengths, weaknesses and suggested solutions (ThS. Nguyễn Thị Diệu Chi)
    Despite the challenges and risks that it causes to the trainers, their learners and the whole educational system of each nation, digital transformation of high education is perceived as a development orientation in era 4.0; and is even reviewed as a must when the COVID-19 pandemic happens in Viet Nam and all over the world.
    As one of the top-rank universities of Viet Nam, The University of Economics of HCM City (UEH) has early attached its special attention to and actively applied digital transformation in its training programs via its Learning Management System (LMS) so as to cope with the current situation and to meet the requirements of upgrading its quality of education and training.
    Prior to the COVID-19 pandemic, Assignment and SCROM were the two (among many) popular forms designed on LMS by the IT Department and used by UEH lecturers to train and test their students’ self-studying capacity. Since February 2021, Google Meeting, Zoom and Microsoft Team have been applied to diversify the studying forms and to solve UEH students’ need of having direct interaction between lectures and students in the obligatory circumstances of forced social distancing, which makes full-time studying in lecture halls or classrooms impossible.
    The writer of this thesis has implemented a survey participated by the students from four classes she was in charge of to get their opinion of the strengths and weaknesses of the three forms of digital transformation of high education in UEH (training and studying via Assignment, SCROM and online class meetings via Google Meeting, Zoom and Microsoft Team).  Based on their assessment, she proposes some solutions in her hope of eliminating their existing limitations and improving the quality of teaching and studying at UEH, directed by the aim of setting up a stable development policy in training and studying online of the university.
    6.How to modify tasks in Business Partner B1+ (ThS. Nguyễn Thị Minh Ngọc)
    This research is to apply new activities and modify some tasks in Business Partner B1+based on the goal of the coursebook and the students’ expectations. The teacher asks the students to work in groups to make a presentation on the topics related to lesson 3 and lesson 4 of each unit in Communication skills and Business skills. The teacher gives advice, comments and encouragement to the groups during their preparation of the assignment. The research lasts for three months with 60 hours of study, including the participation of two classes with 70 students from 46 high-quality courses. The data of the research has been collected through the teacher’s observation and informal interviews with the groups of students. The questions of the interviews cover the students’ motivation and their proficiency. The results show the success of the study in terms of communication skills. 
    7. Incidental vocabulary learning strategy in second language acquisition (ThS. Nguyễn Thị Bích Duyên)
    This article aims to provide a digest of previous illuminating research that addresses incidental vocabulary acquisition over the past decades and a review of some crucial aspects related to vocabulary retention in second language acquisition. By analyzing related theoretical backgrounds, this literature review focuses on the distinction between intentional vocabulary learning and incidental vocabulary learning, suggested implication of effective strategies targeted at boosting incidental lexical gains, and the threshold level for incidental vocabulary acquisition. In addition, this article warrants further investigation in relation to effective sources for incidental vocabulary learning, and integration of both intentional and incidental vocabulary learning to improve vocabulary acquisition. These topics of interest would further enrich the current research scope related to L2 incidental vocabulary learning.
    8. Intrapreneurship and lateral thinking in EFL classrooms (ThS. Hồ Thị Phương Nam)
    ‘Creative thinking’ or ‘lateral thinking’ has been considered to render a deft movement among up-and-coming young entrepreneurs in the field of business. Besides the renowned term of ‘entrepreneurs’, another term of ‘intrapreneurs’ has transformed into another type of power within the business sector. The invasion of these two words in the higher education sector, including classrooms for EFL learners where English is not their dominant language, might be a powerful force for change.  The concept of ‘lateral thinking’, ‘entrepreneurship’, and ‘intrapreneurship’ combination utilized in education areas is likely to be the promising way in order to ‘positively incite’ the creativity of learners; then, they will have got a higher degree of success in education, career, and contribution to the community. With this newborn method,  EFL classroom instructors are acting as ‘challenge holders’, and ‘opportunity suppliers’ when they are the ones who are willing to deliver some kinds of innovation as ‘intrapreneurs’ with the intention to advance their students right in their classroom.
    9. Learner autonomy in the digital era (ThS. Dương Thị Thúy Uyên)
    With the rapid development of technology and its strong support for language learning, it is assumed that learner autonomy will be greatly promoted and enhanced. At universities in Vietnam in general and at the University of Economics, Ho Chi Minh City (UEH) in particular, the students can take advantage of modern technology tools and smart libraries while studying, which is the basis for autonomous learning. However, to have genuine autonomy in language learning, the students need to have proper guidance and more support from the teachers in exploiting technology as well as high awareness of this life-long endeavor.
    10. Mobile-assisted language teaching and learning (ThS. Hồ Đình Phương Khanh)
    As technologies have rapidly improved in quality and power, mobile phones with various functions and capabilities have extended into all areas of life, and education is not an exception. Nowadays, the use of mobile phones has gained increasing popularity among students and they can serve as a tool for learning with a more proactive approach. Teachers can also integrate smartphones into their teaching model to engage students in the class lessons and materials. In this article, the benefits and drawbacks derived from using mobile technologies are closely observed for both students and teachers. Some examples of useful apps and tools that can be used in the classroom are also given.
    11. Motivation for learning English among undergraduate students and its impact (ThS. Bùi Thị Thu Trang)
    As Confucius said: “Need to study is not as good as like to study, like to study is not as good as enjoyment to study.”, motivation has a big impact on the success or failure of foreign language acquisition. This paper mainly discusses the impact of motivation in language teaching. To reach the aim of this paper, the term motivation and its types are introduced and explained. Afterwards, they are followed by a discussion and some beneficial implications for teachers to awake, sustain and strengthen students’ motivation.
    12. Promoting learner autonomy in the 4.0 era (ThS. Lê Thị Tuyết Minh)
    How to promote learner autonomy has long been a great interest of educators and researchers. Promoting learner autonomy in the new era has its own advantages and challenges as learners in Industry 4.0 have different characteristics than those in the past. The paper gives an overview of learner autonomy then discusses teachers’ and students’ roles in the new era in an attempt to propose some ideas for promoting learner autonomy in today’s 4.0 era.
    13. Some difficulty in using French verbs for learners (ThS. Nguyễn Thị Thiên Phương)
    Students learning French must face many difficulties stemming from the difference between the two language systems Vietnamese and French. These difficulties are diverse: phonetics – phonology, culture, etc., but they can also simply be because French has some linguistic phenomena that Vietnamese does not (and vice versa). Being aware of this, I have applied many teaching methods, have innovated my approach to problems and then compared the results. Although the transformation is more or less, I still wonder about the obstacles that still exist. The framework of this article only mentions the difficulties of learners in using French verbs. I use the method of observing teaching practice and practice analysis to approach these difficulties of learners, thereby trying to come up with some suitable solutions.
    14. Students’ view on to the ideal Blended-learning combination (ThS. Nguyễn Lương Hoàng Thành)
    As technology has been pervasive in every sphere of the teaching and learning process, blended-learning courses also draw much public attention. Although most people seem to agree that digital learning cannot work best without the in-person supervision of a teacher, the ideal division between the time spent in front of computers and the time spent in classrooms is still a topic of contention. While pessimists are concerned about students having excessive screen time, about technology doing harm to the correlation between students and teachers, and above all, about learning outcomes, optimists argue that online settings will benefit students in many positive ways, such as adding flexibility and self-paced learning, creating a more engaging study environment, improving virtual communication and collaboration, refining technical skills, etc. So what is the ideal blended-learning combination? This research paper aims to study this issue.
    15. The flipped foreign language classroom model: A literature review (ThS. Kiều Huyền Trâm)
    During the Covid-19 pandemic, the use of technology has been a primary tool to conduct teaching and learning activities. Therefore, there has been a great interest in exploring practical teaching frameworks or teaching models of online learning and blended learning. In this literature review-based study, I would like to bring up the flipped classroom as a novel and innovative model in language teaching. With a systematic approach employing statistical methods, the study looks into the terminology and its history and then carries out a literature review of the research works on the flipped classroom in teaching in general and in language teaching in particular. The study also strives to reveal the situation of research on flipped foreign language classrooms in Vietnam.
    16. The use of E-flipped Classroom During the Pandemic to Teach English at University Education (ThS. Lê Thị Thảo Linh)
    The covid-19 pandemic has apparently affected the world in many ways, including teaching and learning. Meanwhile, it also triggers some transformations in education in which online learning has risen in popularity. As a matter of fact, this new education approach creates challenges for both teachers and students alike. Nonetheless, the past two years have witnessed how successfully we have been organizing educational activities in the remote platform and how teachers and students have become more academically autonomous, independent and flexible.
    At the same time, it also sparks much discussion around alternative methods for the future of education, namely online and blended learning and how teachers can deliver lessons in various circumstances. For the time being, there are uncertainties about our returning completely to normal schooling in the near future; thus, it is necessary to prepare for different learning modes. Although one can deny that face-to-face learning offers the optimal condition in education, the world pandemic proves the role of a virtual classroom in offering constant, updated, and flexible learning conditions for various types of learners.
    During Covid-19, educational technology has risen and developed in many places with a wide range of tools to equip online learning with more attractive, accessible and dynamic lessons. The fact that is there is really no one-size-fits-all learning experience has supported the rise of virtual classrooms besides traditional ones. Moreover, the young generation has grown up more confident using technology in this digital era.
    In such circumstances, flipped classroom model (in which the class procedure is “turned around”) is increasingly popular and promising to bring more valuable teaching and learning experiences, especially amidst this crisis.
    17. Thiết kế đề cương môn học online cho khóa học theo hình thức học kết hợp (Blended Learning) (ThS. Nguyễn Thị Hạnh)
    Nowadays, blended learning is one of the most popular approaches in e-learning education. It combines digital educational materials and opportunities for interaction online with traditional place-based classroom methods. A detailed blended learning course outline should be specially designed for this new type of teaching. This course outline must clearly point out which part has to be taught online or offline. The assignment for this arrangement must be logical and feasible. The design for a detailed blended learning course outline is therefore not an easy task. In this article, the author suggests an approach to design an effective blended learning course outline aiming at logic and feasibility. The author also recommends an online/offline arrangement in designing the blended learning content specifically.  
    18. Ưu điểm và nhược điểm của việc học trên thiết bị di động (ThS. Thái Hồng Phúc)
    Nowadays, most employees and learners prefer to receive information online via their mobile devices. As for mobile learning, we do not need to worry about our time or place when we have a smartphone and an internet connection. Many companies and organizations will realize the competitive advantage that comes from modern technological advancements to create learning experiences for their employees using mobile devices. This article aims to define mobile learning, outline the advantages and disadvantages, as well as suggest some ways to overcome the challenges of mobile learning.

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