The Explicit Instructions on Connected Speech to the First Year English Major Student’s Perception and Production at School of Foreign Languages – Thai Nguyen University

Ngoan, Bùi Thị; Giang, Bùi Hương

doi:10.34238/tnu-jst.4172

Cited by 1 publication

(2 citation statements)

References 9 publications

(9 reference statements)

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“…It appears to me that, to a substantial extent, the use of technology in these ways supports language teaching rather than language learning , which raises concerns about how students can improve the intelligibility of their oral production when they work on their own (e.g., Cepik & Yastibas, 2013; Dang & T. T. T. Tran, 2021; Mulyadi et al, 2021; T. V. A. Nguyen & Le, 2020). Some cases do involve student learning but are liable to encounter a variety of obstacles associated with the personalisation of the teaching content (e.g., Saed et al, 2021; Saepuloh et al, 2021), the availability of materials that suit students’ level of proficiency (e.g., Bui, 2020; Maulana, 2018), the availability of human resources (e.g., T. M. L. Nguyen, 2019), or a heavy dependence on learners’ own ability to adapt to the linguistic level of the input (e.g., Bahrani, 2011; Safitri & Khoiriyah, 2017). These hindrances can be exaggerated in contexts where teachers must work within a mandated syllabus or curriculum (e.g., Vietnam) in which the materials and resources to be used are already selected for them.…”

Section: Technology‐enhanced Teaching Of L2 Speakingmentioning

confidence: 99%

“…Time restrictions also contribute to the neglect of speaking instruction, especially in high‐density classrooms where constraints of time can be exacerbated. Lack of opportunities and insufficient class time for oral English practice have been consistently reported in Vietnamese English as a foreign language (EFL) contexts (e.g., T. M. L. Nguyen, 2019; Vo & Vo, 2020). Therefore, instructors feel inadequate and ineffective despite their implementation of communicative and task‐based teaching approaches (T. T. H. Hoang & T. T. Tran, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Blended teaching of English speaking in a Vietnamese context: Design and procedure

Tuan

2023

TESOL Journal

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This article aims to disseminate a technology‐enhanced language pedagogy for teaching oral English in a World Englishes context, which is underpinned by the theories of scaffolding, scaffolded instruction, and task‐based learning, and utilises a Moodle learning management system (LMS) as its e‐learning platform. In this pedagogy, not only do technologies assist language teaching and learning in terms of lesson design, materials development, and lesson delivery, but they actually involve and play a crucial role in students’ oral language development with the exploitation of text‐to‐ speech (TTS) and automatic speech recognition (ASR). The contemporary status of teaching and learning oral English is discussed to clarify the congruence of the pedagogy with an emerging consensus on teaching English speaking. A brief summary of technology‐enhanced language learning (TELL) and a critical examination of current practices of teaching oral English with technology are also presented for consideration of the position of the proposed framework in the field. The adaptability of the framework in case of the inaccessibility of an LMS is also discussed.

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