Nhằm giúp sinh viên đáp ứng yêu cầu chuẩn đầu ra về ngoại ngữ nói riêng và góp phần phát triển năng lực giao tiếp bằng ngoại ngữ nói chung, giảng viên ngoại ngữ trường Đại học Kinh[r]
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CHUYÊN SAN KHOA HỌC XÃ HỘI – NHÂN VĂN – KINH TẾ
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Hoàng Thị Hải Yến - Vận dụng tư tưởng Hồ Chí Minh về đạo đức trong việc xây dựng đạo đức, lối sống cho
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Journal of Science and Technology
175 (15)
N¨m 2017
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Dương Thị Tình - Thực trạng tái cơ cấu doanh nghiệp nhà nước năm 2016 và giải pháp cho những năm tiếp theo 171 Phạm Thị Thanh Mai, Nghiêm Thị Ngoan - Đảm bảo quyền sở hữu trí tuệ đối với sản phẩm chè mang chỉ dẫn
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Trang 4Tạ Thị Mai Hương và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 175(15): 109 - 114
109
EFFECTS OF PORTFORLIOS ON IMPROVING LISTENING COMPREHENSION SKILL FOR STUDENTS: A CASE STUDY AT THAI NGUYEN UNIVERSITY
OF ECONOMICS AND BUSINESS ADMINISTRATION
Ta Thi Mai Huong*, Nguyen Van Thinh, Nguyen Thi Hanh Hong
TNU University of Economics and Business Administration
SUMMARY
In the current trend of globalization, the demand on language skills for the workforce is becoming more urgent To help students well prepare for their future career as well as enhance their communication skill, teachers of English at Thai Nguyen University of Economics and Business Administration have kept looking for new teaching techniques and been continuously applying modern teaching methods to maximize the efficiency of the teaching process In this study, the authors looked at the effectiveness of using portfolios in helping learners enhance their listening comprehension ability then based on the findings to make suggestions for the effective use of listening portfolios to help develop students’ listening ability and partly contribute to improving their language proficiency
Keywords: portfolios, listening comprehension, listening ability, communication skill, Thai
Nguyen University of Economics and Business Administration
In the current trend of globalization, the
demand on language skills for the workforce
is becoming more urgent To better prepare
students for their future career, in addition to
providing quality training of their majors,
Thai Nguyen University of Economics and
Business Administration also put the focus on
the teaching of English Since 2011, students
have been required to have a certificate
proving that their language proficiency
satisfies the graduation requirements to be
able to get the university degree The
advisable language test is Test of English for
however, the outcomes are still limited
To help students well prepare for those
communication skill, teachers of English at
the University of Economics and Business
Administration, Thai Nguyen University
(TUEBA) have kept looking for new teaching
techniques and been continuously applying
modern teaching methods to maximize the
efficiency of the teaching process However,
*
Tel: 0983826327; Email: khanhha2710@gmail.com
due to some subjective factors such as students’ limited background knowledge, their lack of autonomy in studying and objective factors such as the inadequate number of class hours, the application of learning activities has not yet shown significant and apparent efficacy
To better control students’ self-studying time and improve students’ autonomy, which consequently helps develop listening ability, listening portfolios have been employed in
researches into the application of portfolios in some other educational institutions have shown that portfolios not only facilitate teachers in evaluating learners’ self-studying process but also have positive influence on learners’ independence in studying
In this study, the authors looked at the effects
of using portfolios in helping enhance students’ listening comprehension ability then based on the findings to make suggestions for the effective employment of such method for the improvement of students’ listening ability, which significantly contributes to their success in taking the TOEIC and boosting their general language proficiency
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METHODOLOGY
Research questions
The study aimed at investigating the influence
of portfolios on the listening skill and based
on the findings to make some suggestions on
using portfolios to enhance the listening skill
With such objectives, the study aims at
answering the following research questions:
1 To what extent do portfolios influence
students’ listening skill?
2 How can teachers improve the content of
portfolios to help develop student’s listening
skill?
Sample choosing
Participants: Twenty students, aged 19 –20 at
Thai Nguyen University of Economics and
Business Administration participated in the
study Participants were classmates at an
evening classroom who were received regular
listening tasks as homework twice every week
Instrumentation: Pre and post questionnaires,
a designed portfolio with listening files for
ten weeks and a pre-test and post-test were
used to collect data for analysis
Scope of the study
The study is concerned with using portfolios in
teaching the listening skill to the second-year
non English major students of TUEBA The
listening tasks used for the portfolios focus on
getting students to practise to well prepare for
the TOEIC, the advisable language test for
learners’ graduation outcome
THEORETICAL BACKGROUND
Listening comprehension
Regarding listening comprehension, authors
(1989)[2], O’Malley and Chamot (1989)[3]
all agree that it is “an active and conscious
process” in which listeners constructing
meaning by applying knowledge to the
incoming sounds According to Scott Shelton
(2008)[4], the process of effective listening is
demanding and involved as learners need to
deal with different accents or pronunciation,
unfamiliar lexical items and syntactic structures, competing background noise to be able to succeed in communication process
Portfolios
A portfolio is often defined as “a purposeful
collection of students’ work” [5] that not only
“exhibits students’ effort, progress, and
achievement” [5], but also takes the role of
“an assessment tool that allows creator to put
his or her best foot forward and document the knowledge and skills mastered through the learning process” [6]
Portfolios exist in a number of types, each serves its own purpose and has different required elements According to Wolf and Dietz (1998) [7], there are three purposes of
assessment portfolio and (iii) employment portfolio These authors stated that portfolios normally contain selected evidence of
contexts accompanied by a teacher’s comments and reflections
Previous studies
Portfolios have been in application for some decades as an alternative assessment tool In language teaching and learning, a large number
of researches were conducted to investigate the
however, the main focus is on writing and reading skills In Vietnam, as recognized by the researchers of the current research paper, there were three researchers including Giang (2010) [8], Hoa (2011) [9] and Trang (2013) [10] who showed their interest in investigating the influence of portfolio intervention on the teaching and learning of listening skill for their non-English major students Findings from their studies showed that most participants had positive attitudes towards the application of portfolio and some progress has been made However, some tasks and activities were reported to be over-challenging, therefore need
to be revised to meet students’ needs and better correspond to their language proficiency
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111
RESULTS
Data collected from the pre- survey
questionnaire
Students’ learning experience
All of the students have learnt English for at
least 5 years However, many reported that
grammar was the main focus of the lessons at
their secondary schools As a result, all
students taking part in the survey found it
difficult to learn listening and felt unwilling
to do the assigned tasks
Figure 1 Students’ frequency of practicing the
listening skill after class (Source: Questionnaire)
As can be seen from figure 1, a very small
number of students (10%) reported that they
usually practiced listening after class while
the majority rarely did it at home (60%) 15%
of the students never practiced doing things
related to listening
Student’s knowledge of listening portfolios
When being asked about listening portfolios,
100% of students said they had no ideas about
it and had never done it before
Data collected from the post- survey
questionnaire
Students’ attitude towards the portfolios
According to the summary of students’
response to the question on their awareness of
the role of listening portfolios, shown in table
1, a total of 95% were conscious of the
importance of portfolios to the improvement of
their listening skill and autonomy Only 5% of
the students thought that it was not very
important and no response refused the role of
portfolios in promoting listening ability
According to table 2, most students, which
account for 60% and 80% find the portfolio
contents interesting and useful, respectively
More specifically, students stated that their
vocabulary and grammar structures was
enriched However, roughly two third (65%)
of students thought that the contents of the listening were difficult because of new vocabulary, native accents, speed of speaking, proper names, etc
Table 1 Students’ awareness of the importance of
listening portfolios
Attitude Response with
agreement (%)
Very important 80
Important 15
Not very important 5
Not important 0
(Source: Survey questionnaire)
Table 2 Students’ general evaluation of the
contents of listening audios
Attitude/
Opinion
Interesting Useful Difficult
Agree (%) 60 80 65 Disagree (%) 40 20 35
(Source: Survey questionnaire)
The results of the survery also showed students’ perspectives on the advantages of listening portfolios after this method was applied to their classrooms Generally, more than half of the students (75%) found portfolios beneficial in helping them build a habit of practising listening, improve self-studying of listening after class (75%), help evaluate language outcomes (60%) and most students confirmed that portfolios were good for improving team-work skill (85%)
Students’ perspectives on the knowledge gained most
Also from the questions on the knowledge gained most after weeks of compiling portfolios, 80% of the respondents believed that they knew more phrases and expressions used in everyday activities, 75% students approved that doing activities on portfolios help them enrich their vocabulary and knowledge However, only 55% of students are confident about their improvement of using listening strategies thanks to the application of listening portfolios
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Students’ preferences for working
arrangement on the portfolios
According to the response of the survey
preferred to work in groups Groupwork gave
students an opportunity to share their
knowledge and experiences with others, and
learn more valuable things from their partners
A bigger proportion of students (90%) found
working in pairs effective and only 20% said
they liked working on their own
Students’ preferences for task requirements
on the portfolios
In the study, the researcher designed different
types of listening task in order to figure out
student’s preferences for types of task in the
portfolios The response indicated that most
students (60%) considered multiple choices
their favourite type Sentence completion and
ordering were less popular with 20% and 30%
respectively Writing the tape scripts appeared
the most difficult and time-consuming as only
10% response showed positive attitude
towards this type of task Also, the scores
students got for multiple choices and
information ordering were higher than for
writing tape scripts In fact, most students left
those questions unanswered or with some
separate words only
Students’ difficulties in the listening
portfolio process
According to students’ reports, 80% agreed
that one of the biggest difficulties they
encountered was the speakers’ fast speed in
speaking The accents of native speakers in
authentic listening audio were also one
problematic factor as 60% of the participants
agreed that they were confused by unfamiliar
accent Besides, proper names in the
recordings were reported to cause students’
difficulty in completing the listening tasks by
65% of the participants Time-consuming
(50%) was also mentioned as one of the
completion Surprisingly, though the majority
of students liked working in group, it was
reported that conflicts among group members,
which sometimes led to disagreement, was an
affecting factor that decreased interests and motivation for portfolios 15% of the informants blamed their members for being uncooperative and 25% admitted that their groups lacked leadership Only 10% of students thought that the quality of audio files was troublesome for them
Data collected from students’ pre and post-test scores
Table 3 Summary of the score results students
received before and after the intervention of
portfolios
Scores/ Test Below
average score (%)
Above average score (%)
Total (%)
Pretest 70 30 100 Posttest 45 55 100
(Source: Pre-test and post-test results)
From the summary of the figures in the table, obviously, the application of portfolios has
improvement of students’ listening skill More specifically, before the application of portfolios, two third of the students’ got below average score for listening Thanks to the frequent practice of different listening activities in the portfolios, the post-test results showed some progress made by students when only 45% of students got below average score The number of students got above average score increased by 25% to 55% after portfolio’s instructions Though the change might not be satisfying enough, this change confirmed that the use of portfolios had some positive influence on the improvement of students’ listening ability
PEDAGOGICAL IMPLICATIONS Basing on the findings from different data collected, the researchers made the following suggestions with a view to reducing the drawbacks as well as making the best benefit from the application of portfolios for students Frequent tasks to form students’ habit of learning listening after class
The responses from the questionnaire showed
autonomous and active in learning, which was
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113
conducive to the slow progress Thus, it is
advisable that teachers assign frequent and
suitable task for students to do at home on a
regular basis and check work done carefully
to help students form good habit of listening
Clear instructions of portfolio implementation
to help students overcome the obstacles
“Portfolios” was a newly introduced concept
for students; therefore, to increase the
possibility of success with this type of
intervention, teachers should provide students
with the clear instructions before assigning
listening tasks then repeat the instructions
regularly during the teaching process;
building up disciplines for group portfolio and
making right selection of group leaders are
also what need to be done In addition, a brief
introduction of portfolio and its potential
benefits should also be clarified in order for
students to be better motivated in following
their teachers’ instructions
Careful selection of listening materials and
designed tasks
Among the challenges the students dealt with
during listening, the speaking speed, the
accents of native speakers in authentic
listening audios, time limit as well as the
quality of audio files were the most
problematic Therefore, it is suggested that for
low level of students, teachers should be
really careful in choosing the audio files
which are clear enough and suitable with
students’ English proficiency in order not to
make them demotivated Besides, getting
students to watch some interesting videos
with subtitles then get them to listen again
without subtitles can be another good ways to
encourage students to practise listening more
outside their classrooms
Regarding the listening tasks, as writing
tapescripts caused the biggest problems to
demotivated, it is advisable that teachers use
it less regularly and make some adjustment
such as changing it into dictation notes to
prevent the negative feelings that may arise in
students’ self-studying process
Advice on tactics for listening and additional help
As the appearance of proper names in the sound recordings was reported to be challenging, which often took students much time to figure out because of strange pronunciation, it is advised that these proper nouns be introduced to students before they
do the listening Also, it is necessary for teachers to provide some useful techniques for recognizing proper nouns so that students know what to expect when hearing a totally new word Similarly, other tactics applicable
to different types of listening task should be introduced to students so that they know what
is best to do with each type of task
Additionally, it is suggested that teachers give full tape scripts and get students to carefully analyze the content as well as to listen a number of times to master the recordings In this way, students know exactly what they can and can’t hear and whether they correctly understand what is communicated in the recordings, which is of great important for their future success in direct communication CONCLUSION
From the data analysis, it is obvious that the implementation of portfolios helps students improve their comprehension and feel more confident with their listening ability, provides
a good set of daily expressions and vocabulary which are useful for their real communication Also, thanks to the frequent exposure to various listening activities, students are better
at dealing with different types of test question Besides, as part of portfolio intervention’s benefit, students develop both their team-working skill and independence in completing different task, which are necessary for them in their future career
Based on the findings, suggestions were also made to improve the use of portfolios for listening skill’s enhancement Assigning task
on a regular basis, together with a careful selection of recording and listening activities which are suitable for students’ certain level, looking for interesting tapes and videos,
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giving clear instructions and getting students
familiar with portfolio instructions are
essential things that teachers should consider
when applying portfolio approach Additional
help with listening techniques and tactics are
also what teachers should provide to facilitate
their students’ self-studying process, prevent
negative feelings, better motivate students in
completing portfolios and gain most benefits
REFERENCES
1 Buck, G (2001), Assessing Listening,
Cambridge: Cambridge University Press
2 Underwood, M (1989), Teaching Listening,
New York: Longman
3 O’Malley, J M & Chamot, A U (1989),
Listening comprehension strategies in second
language acquisition, Applied Linguistics,
Vol.10(4), p.420
4 Shelton, S (2008), “Teaching Listening to
Advanced Learners: Problems and Solutions”,
retrieved from http://www.developingteachers com/articles_tchtraining/list1_scott.htm
5 Paulson, P.R & Meyer, C.A (1991), “What
Makes a Portfolio a Portfolio?” Educational
Leadership, 48(5), pp.60-63
6 Rieman, P & Okrasinki, J (2007), Creating
your teaching portfolio: Presenting your professional best, Mc Graw-Hill Education
7 Wolf, K & Dietz, M (1998), “Teaching
portfolios: Purposes and Possibilities”, Teacher
Education Quarterly, 25(1), pp.9-22
8 Le Huong Giang (2010), Using portfolios in
teaching listening skill to the first year non-English major students of Accounting Department, Academy
of Finance, MA Thesis of TESOL, ULIS
9 Do Van Hoa (2010), Improving listening skills
for third-year students at hong Duc University through Portfolio, MA Thesis of TESOL ULIS
10 Nguyen Thuy Trang (2013), A study on the use
of portfolios in improving listening skill of second-year students at Hanoi University of Industry, MA
Thesis of TESOL ULIS
TÓM TẮT
TÁC ĐỘNG CỦA VIỆC SỬ DỤNG HỒ SƠ BÀI TẬP LÊN SỰ PHÁT TRIỂN
KĨ NĂNG NGHE HIỂU CỦA SINH VIÊN: NGHIÊN CỨU TRƯỜNG HỢP
TẠI TRƯỜNG ĐẠI HỌC KINH TẾ VÀ QUẢN TRỊ KINH DOANH
– ĐẠI HỌC THÁI NGUYÊN
Tạ Thị Mai Hương*, Nguyễn Vân Thịnh, Nguyễn Thị Hạnh Hồng
Trường Đại học Kinh tế và Quản trị kinh doanh - ĐH Thái Nguyên
Trong xu thế toàn cầu hóa ngày nay, những đòi hỏi về năng lực ngoại ngữ đối với nguồn nhân lực ngày càng trở nên cấp thiết Nhằm giúp sinh viên đáp ứng yêu cầu chuẩn đầu ra về ngoại ngữ nói riêng và góp phần phát triển năng lực giao tiếp bằng ngoại ngữ nói chung, giảng viên ngoại ngữ trường Đại học Kinh tế và Quản trị kinh doanh – Đại học Thái Nguyên luôn tìm tòi và áp dụng phương pháp dạy học hiện đại với mục tiêu tối đa hóa hiệu quả hoạt động dạy học Trong nghiên cứu này, nhóm tác giả tìm hiểu tác động của việc sử dụng hồ sơ bài tập trong việc phát triển kĩ năng nghe hiểu của sinh viên, trên cơ sở đó đề xuất các giải pháp sử dụng hiệu quả hồ sơ bài tập nhằm phát triển kĩ năng nghe hiểu, góp phần cải thiện trình độ ngoại ngữ cho sinh viên nhà trường
Từ khoá: hồ sơ bài tập, nghe hiểu, khả năng nghe, kĩ năng giao tiếp, trường Đại học Kinh tế và
Quản trị kinh doanh – Đại học Thái Nguyên
Ngày nhận bài: 16/11/2017; Ngày phản biện: 01/12/2017; Ngày duyệt đăng: 29/12/2017
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Tel: 0983826327; Email: khanhha2710@gmail.com
Trang 10oµ soT T¹p chÝ Khoa häc vµ C«ng nghÖ
SOCIAL SCIENCE – HUMANITIES – ECONOMICS
Bui Hoang Tan - Ownership situation public field-land in Ha Chau district, Ha Tien province through studying
Doan Thi Yen - Tu Duc king’s attitude towards Catholicism before and after 1962 9 Tran Minh Thuan - The land problems and spontaneous fights of farmers in Bac Lieu province under the
French domination 15
Dong Van Quan - Types of democratic regime in the history and the present socialist democratic regime in our
Le Thi Giang, Le Thi Huong - The original of formation of Ho Chi Minh thought on human beings, human
Cao Thi Phuong Nhung, Ngo Thi Quang - Ho Chi Minh’s talk about the study of theoretics in “the orientation
speech at the opening ceremony of the first theoretics class at Nguyen Ai Quoc Institute” 33
Luu Thu Trang - The tragedy of Grigori Melekhov reflected in the relationship between Aksinia and Natalia in
Quietly Flows the Don (M Sholokhov) 39
Nguyen Dieu Linh - Onychostoma laticeps in culinary culture of white Thai people in Son A commune, Van
Nguyen Thi Tan Tien, Ha Thi Hang - The diffrences of learning outcomes of students having taken the
general informatics course with students obtaining the IC3 certicate at Thai Nguyen University of Medicine and
Dau Thi Thu - Training pedagogical profession for students through real professional activity experience 61
Nguyen Ngoc Binh, Duong To Quynh - Testing and assessing the learning outcome of the volleyball subject
for students at Thai Nguyen University of Economics and Business Administration 67
Luu Quang Sang - Some suggestions of teaching Chinese characters for Vietnamese students 73
Hoang Thi Hai Yen - Applying Ho Chi Minh’ ideology about morality in building morals, lifestyle of students
in Thai Nguyen University of Technology currently 79
Phung Thi Tuyet, Nong Hong Hanh - Assessment of the project-based teaching and learning of the students
major in Chinese at School of Foreign Languages, Thai Nguyen University 85
Tran Hoang Tinh - Situation and measures for planning and directing the implementation of disciplined
education for students at centers for national defense and security education 91
Hoang Thi Ly - role of scaffolding activities in enhancing english reading skills among first year college
students 97
Duong Thi Hong An, Dang Phuong Mai - Evaluating the EFL courseware at Thai Nguyen University of
Ta Thi Mai Huong, Nguyen Van Thinh, Nguyen Thi Hanh Hong - Effects of portforlios on improving listening
comprehension skill for students: a case study at Thai Nguyen University of Economics and Business
Tran Tuan Anh, Do Van Hai, Tran Thi Thu Thuy, Hoang Van Hung - Research building multipurpose
Nguyen Thi Gam, Dao Thi Huong - Influence of service quality on customer satisfaction at Vietinbank- Thai
Nguyen Thi Thanh Thuy - Foreign direct investment with the socio-economic development of Vietnam 129
Journal of Science and Technology
175 (15)
N¨m 2017