<p style="text-align: justify;">This paper reports the findings of an investigation into English as a foreign language (EFL) teachers’ self-efficacy and their classroom management in the context of the Mekong Delta of Vietnam. The paper also aims to find out what makes teachers different in terms of skills in classroom management. The study was designed as a descriptive mixed-methods one, using a questionnaire, focus group interviews, and classroom observations to collect data. Forty-six EFL teachers from three high schools responded to the questionnaire. Twelve got involved in the semi-structured interviews, and six as classroom observed teachers. Two group interviews were conducted with the participation of three vice-principals and three heads of English teams. The results indicated a significant interaction between EFL teachers’ self-efficacy and their classroom management skills. Teachers who own a higher level of self-efficacy showed to manage their classes in a more confident and purposive manner than those with a lower level of self-efficacy. Three main reasons differentiating teachers’ skills in classroom management, including pre-service teacher education, previous attending continuing professional development events, and teacher’s learning autonomy were detected. Case-based teaching, organizational learning, and lesson study are recommended in pre-service teacher education and in-service teacher professional development activities to enhance teachers’ self-efficacy and their classroom management.</p>
Classroom interaction plays a significant role in facilitating learners' development of communicative competence by making input more comprehensible to learners and maximizing the language input to become learners' intake (Krashen, 1987;Swain, 1995;Long, 1996;Gass, 1997;Lucha & Berhanu, 2015). Results of related studies reveal a low level of communicative competence of many Vietnamese learners of English, which could result from the lack of opportunities for interaction in Vietnamese EFLclasses (Hiep, 2007; Ngoc, 2010;Canh, 2011;Ngan, 2013; Tuyen, 2013;Duy, 2014
Peer feedback is constructed when learner writers take part in peer review, a process in which learners play the role of readers to read and comment on their peers' writing (Lee, 1997). Peer feedback could be understood as input (e.g., commentaries, questions, requests or suggestions) which peer readers give the learner writers to help the latter revise their written work (Keh, 1990). Researchers have examined the nature of feedback from peer reviewers and the contributions of peer feedback to learners' writing performance. Previous research studies have indicated the diversity of feedback produced by peer reviewers. Lee (1997) reported that learner reviewers employed evaluating and suggesting more frequently than praising, explaining or requesting. Even they rarely restated their peer's ideas or made comprehension check. Van den Berg, Admiraal and Pilot (2006) found that when writing comments on peers' By writing, learner reviewers gave evaluation more often than explanation, analysis or suggestion. As regards the effects of peer feedback on the quality of learners' writing, most previous studies have indicated that peer feedback results in improvements in learners' writing
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 article reports the results of an experimental study testing the effects of the use of Task-BasedLearning on EFL students' intrinsic motivation to learn reading and reading comprehension.
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