http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/20195 Sun, 23 Aug 2026 12:04:58 GMT 2026-08-23T12:04:58Z http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/21216 Nhan đề: A study of challenges in implementing the textbook Tieng Anh 10 - Global success at Tran Hung Dao High School: Master of TESOL Tác giả: Vuong, Thi Kim Loan Tóm tắt: Starting from the academic year 2022-2023, according to the 2018 national curriculum of the Ministry of Education and Training of Vietnam, 10th-grade students in general high schools are using new textbooks for teaching and learning. Therefore, in Ba Ria-Vung Tau province, specifically at Tran Hung Dao High School, the textbook "Tieng Anh 10 - Global Success" is being utilized. This thesis aimed to examine the challenges encountered in implementing the textbook Tieng Anh 10 - Global Success at Tran Hung Dao High School. The research focused on identifying these challenges and discovered its influences on students of English within the specific context of the school. The study adopted a quantitative research methodology, utilizing questionnaires as research instruments. Participants included teachers of English and Grade 10 students at Tran Hung Dao High School. Data collection procedures involved administering questionnaires to gather insights into the challenges faced and influences discovered. The study highlighted several challenges in implementing the Tieng Anh 10 - Global Success textbook, such as Communicative Language Teaching (CLT) methodology, limited self-study ability, self-regulation, the role of textbooks and classroom facilities. Additionally, the research discovered how the challenges affected students’ language competences and students’ motivation and self-regulation and self-study. The implications of these findings suggested the need for targeted interventions to address the identified challenges and enhance the implementation of the textbook. Recommendations provided support for self-directed learning, promoting effective learning strategies, textbook design, and leveraging technology in English language instruction. Wed, 01 Jan 2025 00:00:00 GMT http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/21216 2025-01-01T00:00:00Z http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/21215 Nhan đề: Enhancing English Speaking skills through project - based learning for 10 th - Grade students at Nguyen Khuyen High School: Master's Thesis Tác giả: Tran, Thi Thuy Trang Tóm tắt: This study examines how Project-Based Learning (PBL) can boost the English speaking abilities of 10th-grade students at Nguyen Khuyen High School. Aware that conventional speaking lessons often fall short, the researcher wanted to see if PBL could provide a more engaging, student-centered, and practical way to develop language skills. Over three months, two 10th-grade classes experienced PBL-infused lessons that matched the Global Success textbook and the revised 2018 curriculum. A mixed-methods design was employed, featuring speaking performance tests given before and after the intervention, classroom observations, teacher-created rubrics, and surveys completed by 11 English teachers to assess teaching methods and their attitudes toward the approach. “The results indicated noticeable improvement in students’ speaking performance, particularly in areas such as Grammar and Vocabulary, Discourse Management, Pronunciation, and Interactive Communication.” Students became more confident, more willing to participate, and better equipped to express their ideas in English. Additionally, educators observed a rise in student engagement and acknowledged the effectiveness of project-based learning (PBL) in enhancing speaking skills, particularly for learners with lower proficiency levels. Several critical elements that facilitated the successful implementation of PBL included the selection of pertinent topics, the timely distribution of project tasks, a variety of speaking activities, regular feedback from teachers, and initiatives to promote inclusive participation within groups. The research also highlighted the importance of continuous professional development and collaboration among teachers to fully leverage the benefits of PBL. The findings suggest that PBL, when thoughtfully designed and facilitated, can serve as a powerful method for improving students' speaking skills and fostering active learning in high school English classrooms. Recommendations and implications are provided for educators and administrators interested in applying PBL in similar contexts. Wed, 01 Jan 2025 00:00:00 GMT http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/21215 2025-01-01T00:00:00Z http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/21209 Nhan đề: Enhancing reading comprehension skills through metacognitive strategies for tenth - grade students at Bung Rieng High School : Master of TESOL Tác giả: Nguyen, Van Tuan Tóm tắt: This study investigates the use of metacognitive strategies to improve reading comprehension in tenth-grade students at Bung Rieng High School. It involved 78 students divided into an Experimental Group and a Control Group. Data was gathered through pretests, posttests, and interviews with students and teachers. The research consisted of five stages: pretest, initial interview, training, posttest, and final interview. Test results revealed significant differences in reading comprehension between the Experimental Group (who used metacognitive strategies) and the Control Group. Interviews further indicated positive impacts on reading learning at the school, including improved classroom environment, increased student motivation. Wed, 01 Jan 2025 00:00:00 GMT http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/21209 2025-01-01T00:00:00Z http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/21208 Nhan đề: Using mind - mapping in teaching Speaking skills to young learners at TNA English Center: Master's Thesis / $c ; Supervisor: Tác giả: Nguyễn, Thị Nhân Tóm tắt: Mind mapping has been used widely as a common tool in teaching and learning for students in general, and young learners in particular in Vietnam. According to Buzan (2007), mind mapping is a way of noting the fun, easy way to absorb and release information and new ideas in the brain. It uses color, symbols, words, curved lines and an image related to the workings of the brain. Therefore, it can support both teachers and learners to develop a positive mindset towards foreign language teaching as well as learning. Moreover, the use of this strategy in the class encourages learners to focus on the tasks at hand, pay attention to the most essential keys, and create an enjoyable atmosphere for learning. The purpose of the current study was to investigate how well mind mapping works to enhance the speaking abilities of young learners as well as how they feel about utilizing mind mapping strategies to improve speaking skills. The researcher conducted a case study with the use of Pre - test and Post - test; and associated with applying teachers’ observations, and questionnaires. Twelve students at TNA English Center were selected as research participants. The results of the data analysis showed that using the mind mapping technique helps young learners improve their pronunciation, fluency, vocabulary, grammar, comprehension and critical thinking when speaking in English; they had productive attitudes towards the use of mind mapping in learning English - speaking skills. Most of them acknowledged that utilizing this tool helped them improve their vocabulary deficiencies. These research findings, offered several suggestions to enhance the effectiveness of mind mapping in both teaching and learning English at English Centers. Wed, 01 Jan 2025 00:00:00 GMT http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/21208 2025-01-01T00:00:00Z