http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/20195 2026-04-16T10:29:42Z 2026-04-16T10:29:42Z Trần, Thị Thanh Hương http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/21166 2026-04-16T07:58:09Z 2025-01-01T00:00:00Z

Nhan đề: The Application of Schema Theory in the Teaching of Spoken English in Grade 11 of Dinh Tien Hoang Highschool Ba Ria Vung Tau Tác giả: Trần, Thị Thanh Hương Tóm tắt: While speaking, along with listening, reading, and writing, is recognized as a fundamental skills in language learning, it has received significantly less attention than the other skills in ESL/EFL teaching at most high schools. This is primarily because speaking is not included in the National High School Graduation Exam, leading students who have studied English for several years often lack confidence when required to express themselves in English. Many students struggle to communicate effectively with native speakers, often failing to respond accurately even to simple utterances. This issue arises from an overemphasis on teaching individual words and sentences in spoken language, while neglecting oral discourse production and communicative competence. Schema theory is significantly influences both receptive skills (reading and listening) and productive skills (speaking and writing). However, prior research has predominantly focused on its application to reading and listening comprehension, largely overlooking its potential impact on speaking and writing development. The goal is to enhance students’ oral output by helping them construct linguistic, formal, and content schemata, in addition to memorizing grammatically correct sentences. To validate the role of schema theory in teaching spoken English and explore effective methods for improving students’ spoken English, the researcher conducted a quasi-experiemenal survey. Forty students from two Grade 11 classes at Dinh Tien Hoang High School participated in the study. The research process involved the following steps: Initially, a questionnaire gathered preliminary information on students’ attitudes toward speaking and factors affecting its development. Then, a pretest in spoken English was administered to categorize students into two groups: an experimental group and a control group. Subsequently, the experimental group underwent an experiment applying schema theory to spoken English teaching, while the control group received traditional teaching methods. After the experiment, a post test evaluated both groups’ speaking performance. Finally, an interview was conducted to assess students’ attitudes toward speaking and the experimental teaching method Data analysis from the pre-test and post-test revealed that the experimental group progressed more rapidly than the control group. This indicates that schema theory can effectively enhance students’ speaking abilities, as constructing and activating linguistic, formal, and content schemata has a positive impact on their performance. Additionally, factors such as inadequate pre-speaking preparation and weak motivation were found to affect students’ performance in English speaking. Based on these results, several pedagogical implications emerge for spoken English instruction. Teachers should prioritize fostering students' schema creation, modification, and activation across all categories. Effective strategies include emphasizing pre-speaking preparations, designing meaningful communicative activities, expanding vocabulary systematically, and encouraging extensive reading and listening. This study offers valuable insights for improving spoken English teaching in Vietnamese high schools and demonstrates the practical applicability of schema theory to productive language skills development.

2025-01-01T00:00:00Z Pham, Hoang Anh http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/21165 2026-04-16T07:46:04Z 2025-01-01T00:00:00Z

Nhan đề: Teaching the Pre-Listening stage for fifth-grade students at Bau Sen Primary School Tác giả: Pham, Hoang Anh Tóm tắt: The present study investigates current pedagogical practices in teaching listening comprehension to Grade 5 students at Bau Sen Primary School in Ba Ria - Vung Tau province. With a particular focus on the pre-listening stage, the research seeks to identify the challenges encountered by both educators and learners and to propose actionable recommendations to enhance student engagement and listening ability. Employing a mixed-methods research design, the study integrated teacher interviews and surveys to gather both qualitative and quantitative data. Participants included 20 English teachers responsible for Grade 5 instruction and five heads of English departments from primary schools within the same region. Findings indicate that while pre-listening activities are incorporated into lesson plans, their effectiveness is limited by three primary factors: pedagogical challenges (e.g., time constraints, large class sizes), learner-specific challenges (e.g., lack of interest, insufficient background knowledge, and language barriers), and limitations within the learning environment. Consequently, this study endeavors to identify appropriate solutions and offer pedagogical implications for optimizing the teaching and learning processes at this stage. The ultimate aim is to enhance the overall effectiveness of listening instruction for primary school students, specifically those in Grade 5, thereby contributing to broader advancements in English language education in Vietnam.

2025-01-01T00:00:00Z Trần, Thị Xuân Thu http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/21054 2024-10-03T20:00:31Z 2024-01-01T00:00:00Z

Nhan đề: Students’ engagement in English language learning at VASchools Vung Tau: Master of TESOL Tác giả: Trần, Thị Xuân Thu Tóm tắt: Student engagement is one of the most significant factors that determines successful learning. Student engagement refers to a dedication to meeting learning objectives and active involvement in a variety of academic, extra-curricular, and school-related activities. The primary objective of this study was to investigate the level of involvement of VAschools students in English language classroom tasks and school events as well as factors influencing student engagement. Student engagement was evaluated through a combination of quantitative method such as surveys, and qualitative approaches, including class observations and semi-structured interviews. Both the surveys and the interviews were developed by the researcher. Findings from the survey and the analysis of interview data revealed a significant lack of engagement among students in school-related activities and English language classroom activities (in several classes). Consequently, several recommendations and suggestions have been put forward based on these outcomes.

2024-01-01T00:00:00Z Nguyen, Thi Phuong http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/21049 2024-10-03T20:00:33Z 2024-01-01T00:00:00Z

Nhan đề: An investigation into challenges of online learning encountered by English major students at Ba Ria - Vung Tau University: Master's Thesis Tác giả: Nguyen, Thi Phuong Tóm tắt: This study focuses on exploring challenges of English major students in conducting online learning at Ba Ria – Vung Tau University. Based on previous studies both in Vietnam and abroad, a conceptual framework was designed in five main factors that effected to online learning. The research results were found by analyzing quantitative data by introducing survey to 160 English major students and qualitative data by 15 English major students and 10 teachers from the interview. The scores were calculated to figure out factors causing difficulties for English major students during online learning. Besides, record of interviews was done to support analyzed statistics. The results revealed that difficulties aspect of support is the highest while the lowest belonged to the challenges in aspect of the environment. Meanwhile, the challenges in aspect of collaboration were at the second position and the third position is about students’ attitude towards online learning. About challenges relating to equipment, the result was at the fourth position which higher than the environment factor. Additionally, further discussions and recommendations on challenges that English major students encoutered during online learning was done.

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