Science and Technology Development Journal

English academic writing through the lens of culture: Implications for current practices in Vietnam

2025-01-24T13:57:15+07:00

Academic writing is a crucial skill for language learners, especially at tertiary education level. Various studies have pointed out several setbacks and difficulties faced by learners of English. However, when it comes to the essential reasons behind these, the writer’s cultural identity and the hegemonic nature of writing conventions may cause dilemmas for both teachers and learners. This paper situates the discussion of English academic writing conventions as perceived in Vietnam, problematizing how Vietnamese EFL (English as a foreign language) learners are culturally informed and engaged in the process of acquiring skills and knowledge and whether relevant “local” stakeholders are aware of the long-standing difficulties that the students face in their very own academic territory.

Teaching english pronunciation for international intelligibility

2025-01-24T14:04:47+07:00

English has become the language for global communication in this 21st century with non-native speakers outnumbering native speakers. Pronunciation is among the key factors for successful and effective communication in this era of globalization. The learning and teaching of pronunciation, therefore, has been aiming at mutual intelligibility, or international intelligibility, rather than at native-like accents formerly. This paper reviewed the most recent transformations in the practice of pronunciation teaching towards international intelligibility in light of English as a Lingua Franca (ELF) (with the Lingua Franca Core (LFC)) and Global Englishes Language Teaching (GELT) in order to help learners be better prepared for global communication. Recommendations were also presented for the instruction and assessment of English pronunciation aiming at an internationally intelligible model.

Applying wordnet in teaching the lexical semantics of english nouns

2025-01-24T15:11:57+07:00

This paper addressed the practical application and potential impact of WordNet as an educational tool for teaching the lexical semantics of English nouns. WordNet, an extensive English lexical database, systematically organizes words into semantically interconnected groups and hierarchical classifications, providing a promising resource for utilizing a computational semantics approach in language education. Using the descriptive research method and the comparative method, the study explored the network of semantic relationships within English nouns, specifically focusing on synonymy, polysemy, hyponymy, and hypernymy. Based on the WordNet description, the paper suggested some practical techniques for teaching and learning lexical semantics within English nouns. These approaches aim to enhance the educational experience for both teachers and students by fostering a deeper understanding of the semantic relationships of English nouns through addressing readability, contextual meanings, and conceptual structures.

A review of the benefits of the flipped classroom in TOEIC study

2025-01-24T15:22:02+07:00

The flipped classroom model has been more and more concerned in language teaching settings due to its great potential. This library research investigates the benefits of using the flipped classroom approach for TOEIC study by analyzing 37 relevant studies and synthesizing their research results about the integration of the flipped classroom model into TOEIC preparation courses. The objective is to provide valuable insights into the potential advantages of adopting the flipped classroom model in TOEIC preparation courses. This comprehensive review of existing literature helps reveal the multifaceted benefits of the flipped classroom in TOEIC study. The research provides insights for teachers and curriculum developers to integrate the flipped classroom into students’ TOEIC learning with respect to enhancing student engagement, learning outcomes, and critical thinking skills. The research might serve as a comprehensive reference for optimizing students’ TOEIC preparation.

Learner Perceptions of L2 Pronunciation Instruction: A Comparative Study

2025-01-24T15:29:26+07:00

This study aims to better understand Vietnamese learners' views of potential learning problems and the impact of teacher-related factors on English pronunciation learning. It examines how more successful and less successful learners perceive pronunciation instruction and the problems they face when learning the L2 phonological system. In this mixed-methods study, 48 first-year English major students (26 strong and 22 weak) at a Vietnamese university were first polled about their learning difficulties and their perceptions of the pronunciation instruction available to them. Four strong and four weak students (chosen using both human raters and a computer-aided rating scheme) then partook in semi-structured interviews. The findings reveal that both groups differ in terms of the difficulties they face, their learning goals and language models, and their assessment of the teaching content and techniques. Several important implications were made regarding the learning goals, the status of non-native teachers, and the discrepancy between learner perception and teacher cognition of pronunciation instruction.

Vocabulary learning strategies instruction: a case study of teachers’ practices and perceptions

2025-01-24T15:39:43+07:00

Vocabulary Learning Strategies (VLS) are widely acknowledged to be effective in facilitating learners’ vocabulary acquisition and explicit instruction of VLS is required for learning to take place. Past studies indicated that Vietnamese EFL learners do employ various strategies to learn vocabulary, however, VLS instruction has not been as widely researched. Thus, a qualitative case study was employed with the aim of exploring the teachers’ practices and perceptions regarding VLS instruction. Four teachers were selected by maximal variation sampling. Twelve non-participant observations and four semi-structured interviews with four teachers were used to collect data. Findings revealed that the teachers had positive perceptions regarding VLS and VLS instruction. Furthermore, it was discovered that they had mixed opinions concerning the necessity of explicit instruction of VLS. Half of the teachers agreed that VLS instruction is necessary; however, they did not explicitly teach VLS. The other half argued against explicit instruction of VLS and merely employed VLS as a technique to explain the meaning of new words. This study thus concluded that there was a mismatch between the practices and perceptions of teachers, and from this, implications about the necessity of teaching VLS, vocabulary teaching practices, and teacher training were made.

Assessing the english version of "the sorrow of war" using waddington's method C

2025-01-24T15:50:15+07:00

Literary translation plays a crucial role in disseminating Vietnamese literature to a global audience. This study aims to assess the English version of Bao Ninh's novel "The Sorrow of War," translated by Phan Thanh Hao and edited by Frank Palmos, using Waddington's Translation Quality Assessment model, specifically Method C. Method C employs a holistic approach to evaluate the translation based on the accuracy of transfer from the source text to the target text, the quality of expression in the target language, and the degree of task completion. The analysis reveals that while the translation reads like a piece originally written in English, there are inaccuracies in the transfer of content that require thorough revision to reach a higher quality. The overall degree of task completion is deemed adequate. Besides, the study highlights the importance of semantic translation in literary works to ensure the accurate representation of the source text's meaning, style, and cultural nuances. The findings would contribute to the development of translation quality assessment frameworks and emphasize the need for a comprehensive approach in evaluating literary translations.

An investigation of perceived difficulties in speaking skills of english major (second degree) students

2025-01-24T15:59:56+07:00

According to Nunan (2015), speaking is the most important language skill to master and is often used to gauge language proficiency in general. The study aimed to identify causal factors affecting speaking as a basis for suggesting ways to help students improve their speaking performance. Using a mixed method approach involving a questionnaire and individual interviews, the study discovered what 60 second-degree students – working adults with limited learning time and exposure to English, considered the greatest barriers to improving their speaking skills. The questionnaire revealed that issues with grammar, vocabulary, and anxiety were what the students believed to be problem areas, while the interviews revealed further problems with cross-cultural communication and other factors. The results of this study are expected to be useful to other teachers and students of English while opening new directions for research in language teaching in the future.

Promoting Alternative Assessment in Vietnamese Higher Education: Overcoming Challenges in Language Education

2025-01-24T21:01:15+07:00

Growing dissatisfaction with traditional assessment methods has prompted a global shift towards alternative assessment (AA) in language education. Within the EFL context, AA promises comprehensive evaluation and holistic learning. However, regional contexts shape its adoption. Nations like Vietnam, steeped in Confucian heritage, face unique challenges integrating AA due to institutional barriers. This literature review explores AA practices and perceptions among Vietnamese university-level EFL stakeholders. It aims to identify barriers to AA adoption, investigate strategies for overcoming them, and offer recommendations to advance assessment practices in Vietnamese higher education. This study contributes to assessment reform discussions within the region, providing insights for educators, policymakers, and researchers.