NGHIÊN CỨU VỀ SỰ TƯƠNG TÁC GIỮA NGƯỜI THUYẾT TRÌNH VÀ KHÁN GIẢ KHI HỌC KỸ NĂNG THUYẾT TRÌNH CỦA SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI KHOA NGOẠI NGỮ - ĐẠI HỌC THÁI NGUYÊN

Nghiên cứu này tìm hiểu về sự tương tác giữa người thuyết trình và khán giả khi học kỹ năng thuyết trình của sinh viên chuyên ngành tiếng Anh tại Khoa Ngoại ngữ, Đại học Thái Nguyên (SF[r]

T¹p chÝ Khoa häc vµ C«ng nghÖ

SỐ ĐẶC BIỆT CHÀO MỪNG KỶ NIỆM 10 NĂM THÀNH LẬP

KHOA NGOẠI NGỮ - ĐẠI HỌC THÁI NGUYÊN (2007 – 2017)

TS Lê Hồng Thắng - Bàn về dạy-học ngoại ngữ qua đề án dưới góc độ của giáo học pháp 3 Nguyễn Thị Như Nguyệt, Chu Thành Thúy - Đánh giá năng lực đầu ra tiếng Nga của sinh viên trình độ

A2-B1 theo khung tham chiếu chung châu Âu tại Khoa Ngoại ngữ - Đại học Thái Nguyên 7 Nguyễn Thùy Linh - Kiểm tra đánh giá trong giảng dạy các môn đề án ngôn ngữ - một số chia sẻ từ thực tế 13

Vũ Thị Thanh Huệ - Nhận thức của sinh viên đối với khóa đọc mở rộng trực tuyến với sự trợ giúp của mạng xã

Mai Thị Thu Hân, Nguyễn Thị Liên, Hoàng Thị Tuyết, Dương Thị Ngọc Anh - Tăng cường tính tự học bằng

Dương Đức Minh, Dương Lan Hương - Nghiên cứu về sự tương tác giữa người thuyết trình và khán giả khi học

kỹ năng thuyết trình của sinh viên chuyên ngành tiếng Anh tại Khoa Ngoại ngữ - Đại học Thái Nguyên 31 Phạm Thị Kim Uyên - Sử dụng nhật ký trong dạy biên dịch cho sinh viên chuyên ngữ Đại học Nha Trang 37

Lê Thị Hồng Phúc - Phản hồi của sinh viên về dự án TV show lấy điểm cuối kỳ trong khóa ngữ âm 43 Hán Thị Bích Ngọc - Dạy học ngoại ngữ bên ngoài lớp học - ứng dụng mạng xã hội facebook trong dạy và học

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tiếng Trung Quốc trình độ sơ cấp tại Khoa Ngoại ngữ - Đại học Thái Nguyên 55

Lê Thị Hòa, Đậu Thị Mai Phương - Nâng cao kỹ năng thế kỷ 21 trong học tiếng Anh chuyên ngành thông qua

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việc học viết cho sinh viên chuyên ngành tiếng Anh tại Khoa Ngoại ngữ - Đại học Thái Nguyên 67 Hoàng Thị Huyền Trang, Nguyễn Thị Ngọc Anh - Phát triển khả năng đọc hiểu tiếng Anh cho sinh viên ngoại

ngữ thông qua các bài đọc có nội dung bao hàm yếu tố văn hóa phù hợp 73 Nguyễn Quốc Thủy, Nguyễn Thị Đoan Trang - Dạy - học ngoại ngữ qua đề án tạp chí tại trường Đại học Sư

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Journal of Science and Technology

174 (14)

N¨m 2017

Nguyễn Hạnh Đào, Đinh Nữ Hà My - Nghiên cứu tình huống về những khó khăn với người học và điều cần

lưu ý khi giảng dạy môn tiếng Anh chuyên ngành áp dụng phương pháp học qua dự án 135 Nguyễn Thị Kim Oanh - Sử dụng đường hướng học tập theo dự án cho môn học tiếng Anh chuyên ngành tại

Viện Ngoại ngữ, Đại học Bách Khoa Hà Nội: lợi ích, thách thức và đề xuất 141

Vũ Thị Kim Liên - Phát triển năng lực ngữ dụng của sinh viên trường Đại học Ngoại ngữ, Đại học Quốc gia

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Nguyễn Thị Thu Hoài - Thực trạng thực tập giảng dạy tiếng Anh ở một số trường THPT tại thành phố Thái

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tại Khoa Ngoại ngữ - Đại học Thái Nguyên và những đề xuất khắc phục 165 Quách Thị Nga, Đỗ Thị Thu Hiền - Những vấn đề tồn tại của giáo trình đối dịch Trung - Việt ở Việt Nam hiện

nay và giải pháp khắc phục (khảo sát tại Khoa Ngoại ngữ - Đại học Thái Nguyên) 171 Phan Thanh Hải - Hướng tới một chương trình đào tạo cử nhân sư phạm tiếng Anh dựa trên các đề án học tập

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Khoa Ngoại ngữ - ĐHTN thông qua việc áp dụng phương pháp học tập hợp tác 183 Đoàn Thị Thu Phương - Phong cách học ngoại ngữ của học sinh lớp 11, Nam Định 189 Đinh Thị Liên, Nguyễn Thị Ngọc Anh - Hệ thống biểu tượng trong Then Tày 197

Dương Đức Minh và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 31-36

31

A STUDY ON THE INTERACTION BETWEEN THE PRESENTER AND

AUDIENCE IN THE PRESENTATION SKILL FOR ENGLISH MAJOR STUDENTS

AT SCHOOL OF FOREIGN LANGUAGES - THAI NGUYEN UNIVERSITY

Duong Duc Minh1*, Duong Lan Huong2

1

International School – TNU, 2 School of Foreign Languages- TNU

SUMMARY

This study is an investigation into the interaction between the presenter and the audience in the presentation skill for English major student at School of Foreign Languages, Thai Nguyen University (SFL-TNU) with the purpose of indicating factors influencing the interaction in students’ presentation This investigation was conducted using the upper-intermediate level of English proficiency in SFL-TNU with forty fourth-year English major students, as repondents The main data collection instrument of this investigation was a questionnaire named Interaction Inventory for Language Presentation While, the supplemental instrument was the Process questionnaire designed mainly to gain the subjects’ background information The results of the study were thoroughly analyzed and discussed to find out how students use these factors to improve their interaction skills From the results, some suggestions for students and teachers at SFL-TNU proposed to intensify the interacting quality in presentation

Key words: presentation skill, presenter, English major students, School of Foreign Languages,

Thai Nguyen University

Nowadays, English is used all over the world

for communication It is necessary for

everybody in the world in general and in

Vietnam in particular to communicate in

English with people from other countries

One thing which marks the breakthrough of

the way the teachers teach their students and

the ways the students learn things are

indications to the growth and development of

the Oral Presentation Students are asked to

Therefore, learning presentation skills is,

without any doubt, very useful for students to

initiatively acquire and practice the languages

that they are studying As a matter of fact,

through the subjects that require students to

make presentations, there are a number of

problems related to presentation skills that

they confront with such as overload of

illustration, etc Typically, the biggest

problem that presenters are facing is the

*

Tel: 0968747733; Email:minhdd@tnu.edu.vn

presenters cannot lead their audiences to be interested in the speech for many reasons Foreign language learners tend to lose their audiences’ interest during presentation time

adequate content as well as the amount of information of the speech and forget how they are presenting or if their audiences pay attention to the speech or not Presenters may lose confidence during the presentation, speak quickly and just present like a “machine” Hence, listeners are not interested in the presentation and cannot acquire useful and interesting information from the speech This

is academic reality and is proved by feedback

of teachers and students at the end of each presentation in the School of Foreign Languages in particular and in Thai Nguyen University in general

LITERATURE REVIEW Definition of presentation According to Kathleen (2011, p.249) [7]

“Public speaking occurs when one person addresses a group of listeners for a specific purpose” Likewise, Clella (2007, p.27) [1] defines, “Public speaking occurs when one

Dương Đức Minh và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 31-36

person prepares and performs a speech for a

interrupting the speaker’s flow of ideas”

Accordingly, speaker presents a particular

topic to a group of listeners for a specific

purpose Presentation is the method of

presenting: a verbal report presented with

illustrative material such as slides, graphs,

etc In detail, a person presents a topic

using verbal and non-verbal strategies to

listeners for a certain purpose Based on this

purpose, the topic is created for these

specific listeners The listeners comprehend

the ideas from the presentation and then

provide feedback to the presenter

Factors influencing interaction in presentation

Topic selection

According to Joseph (2000, p.285) [6], “A

worthwhile and deal with matters of substance;

appropriate to presenters and their audience”

Accordingly, the topics should be appropriate

to both presenters and their audience

Audience analysis

Dwyer (2005, p.21) [2] defines, “a good

speaker always considers how to connect the

audience and the message” The preparation

for a presentation must include gathering

information about the audience and their

needs It is critical that preparation efforts

include some amount of audience analysis As

Nelson et al., (2009, p.21) [8] states that,

“Audience analysis is discovering as much as

possible about an audience for the purpose of

Audience analysis is considered as a

presenter’s key to success”

Organization

A well-organized presentation is more likely

to be believed If speakers present a poorly

organized presentation, their listeners will

find them less believable at the end than they

did at the beginning of the presentation

Stephen (2004, p.203) [9] gives evidence that,

presentation organization can boost the presenters’ confidence; improve their ability

to deliver a message fluently and interact with their audience more effectively

Stage fright

One of the major concerns of any presenters

in making presentations is stage fright As Galvin & Terrell (2001, p.9) [4] states that,

“Stage fright is anxiety over the prospect of giving a presentation in front of the audience” Actually, most people tend to be anxious before doing something important in public This is perfectly normal as Steve, M (2000, p.7) [10] states that, “anxiety is a natural state that exists any time people are placed under stress Giving a presentation will normally cause some stress”

Visual aids

There are various types of visual aids but a competent presenter needs to know the pros and cons of each type to select the right ones for his or her purposes right after he or she has identified places where support is helpful Several visual aids could potentially make their ideas more understandable, although one type is often better than another Clella (2007, p.39) [1] points out that, “the key is to choose the best support, not the kind that is easiest to create”

Making interest

One of the best effective methods that presenters use to interact with their audience is making interest and gaining attention It will be easier for presenters to convey their message more effectively if their audience are interested

in their presentation The following sections discuss some common methods to grab the audience’s attention as suggested by Diana & James (1995) [3]: Quotation, Arousing audience curiosity, Inviting audience to participate, Humor, Rhetorical question, Role – play, Startling statement

Eye contact and facial expressions

Eye contact refers to making a visual connection between presenters and audience

Dương Đức Minh và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 31-36

33

Having good eye contact with the audience is

important for three reasons: (1) It creates an

important bond of communication and rapport

between presenters and audience (2) It shows

the presenters’ sincerity People distrust

someone who will not look at them openly

and candidly If the presenters want their

audience to have confidence in what they are

saying, look at them (3) It enables the

presenters to get the audience feedback

Looking directly to the audience makes the

presenters instantly aware of any lapses of

communication As Jaffe (2007, p.310) [5]

concerned, “If the presenters do not look at

the audience, they will lose their audience’s

attention and respect, the goal is to give each

and every audience member the sense that the

presenters are connected to their audience”

METHODODLOGY

Research Questions

- How do the fourth-year English major

students interact with the audience during

their presentation?

- What are possible factors influencing the

interaction in the presentation skill of the

fourth-year English major students?

- What are the effective methods that the

fourth year English major students can use to

interact with their audience in presentation?

Participants and Setting of the Study

participation of 40 students in one class At

the time of the study, all respondents had at

least five years of English learning experience

at secondary schools, high schools where they

mainly had been taught grammar and

vocabulary, and three years at university to

study and practice the four main language

speaking) Most of modules that students study

in the fourth year have requirements for the

students’ presentation in the process of

studying but there is only a module that mainly

focuses on teaching presentation skills, the

subject “Oral presentation in English” There

are 45 periods were dedicated specifically to presentation; in other words, students had 3 periods (150 minutes) for presentation a week

Instruments

The Interaction Inventory for Language Presenting (IILP) questionnaire was used as the main data collection instrument for the present study It concentrates on factors influencing interaction in presentation process like audience analysis, gesture, eye contact,

questionnaire, five choices provided for the subjects correspondingly (1) never or almost never true, (2) occasionally true, (3) sometimes true; (4) usually true; and (5) always or almost true

FINDINGS AND DISCUSSION

Students’ preparation before the presentation

Topic selection and audience analysis Table 1shows that more than two third of the students (64%) answered usually and always

in choosing a topic that they like best On the contrary, nearly one third of the totals (36%) answered sometimes and occasionally in choosing a topic that interests them No student answered never choose such topic

Table 1 Topic selection and Audience analysis

Option Items 1 2 3 4 5

1 0% 16

%

20

%

20

%

44

%

2 8% 40

%

32

%

10

%

10

%

Finding the right topic is one of the most important skills in successful presentation In most speaking classes, students are permitted

to choose their own topics Given such freedom, some students spend days walking around with confusion to choose a suitable topic to speak on and they get stuck at this stage Speakers need to choose topic as far ahead of presentation date as possible because they will need to spend a great deal of time and energy on other important tasks, such as

Dương Đức Minh và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 31-36

Therefore, it is important for students to select

a topic that is appropriate not only for

themselves but also for their audience Table

1 also shows 48% students thoroughly

analyze their audience before a presentation

Conversely, only 10% of the students always

thoroughly analyze their audience before a

presentation and 10% usually use audience

analysis method in preparation process; and

32% sometimes analyze the audience to

prepare a presentation

In presentation, only when students are aware

of the importance of audience analysis, they

must have the ability to confidently stand in

front of their audience to present something

They need to know a well prepared

presentation given to wrong audience can

have the same effects as a poorly prepared

presentation given to the correct audience

Audience is always the most important factor

in making an interactive presentation A

presenter’s purpose is always based on a

consideration of the audience, and a

presenter’s situation includes the audience In

other words, students can never forget that

their presentation is intended for the audience

Some students say that it is unnecessary to

analyze who their audiences are because most

of their audiences usually are their classmates

and they already know their classmates’

ability as well as needs

Dealing with nervousness

As can be seen from Table 2, one third of the

totals cannot overcome the nervousness while

occasionally true and 5% never true; whereas,

37% can use both energy and composure in

delivering a presentation Out of 28% the

students who sometimes reduce their anxiety

Table 2 Dealing with nervousness

Option

Items 1 2 3 4 5

3 5% 30

%

28

%

32

% 5%

4 5% 25

%

19

%

35

%

16

%

The results show that many students cannot overcome the stage fright while delivering a presentation They cannot use both energy and composure to effectively convey their message As con be seen, 37% of the students who can use both energy and composure in delivering a presentation and 35% students are not factual but occasionally true to use both energy and composure in delivering a

nervousness, they need to do their best to act cool and confident on the outside

Item 4 shows that majority of the respondents said they communicate ideas with enthusiasm

in delivering a presentation (51%) In contrast, only 5% out of 40 students said that they are not enthusiastic to present something

communicate ideas with enthusiasm The percentage of the students who sometimes feel enthusiastic to present is 19% As mentioned earlier, a suitable presentation topic should be worthwhile and appropriate to both the presenters and the audience After analyzing the audience, students should choose a topic that is interesting not only for their audience but also for themselves

Using visual aids The finding clearly shows that more than a haft

of the totals (54%) do not put all information and ideas of the presentation in their slides, while the percentage of students who put all information of their presentation in slides account for about one fifth of the totals (21%) The majority of the students are aware of the fact that if all information of the presentation appeared in the slides that means they misuse their slides instead of slides as a tool to reinforce their presentation A slide with many information and ideas inside will distract the audience Listeners will pay attention to the slides instead of listening to the presenters causing lack of interaction between presenter and audience in a presentation

Dương Đức Minh và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 31-36

35

Table 3 Using visual aids

Option

Items 1 2 3 4 5

5 32% 22% 25% 13% 8%

6 12% 26% 32% 20% 10%

Item 6 aims at indicating another angle of the

designing slides The figures in Table 3 show

that one third of the totals (32%) sometimes

reading from their notes or slides and not

paying much attention to the audience

Another one third of the totals (30%)

responsed that they are independent of notes

or slides and pay maximum attention to their

audience On the contrary, 36% of the

students said that they need to depend on their

notes or slides and therefore, they cannot pay

much attention to their audience (38%) In

terms of preparation, the main reason for this

problem is that students do not prepare the

speech carefully at home The numbers of

words, figures, or pictures on one slide should

be limited For these reasons, it is necessary

for students to prepare their presentation

cautiously at home and learn some tips in

using powerpoint effectively in order to avoid

depending too much on notes or slides and

improve interaction in presentation

Students’ performances in the presentaion

(Using body language)

In terms of body language, three items in the

IILP are focused on studying the students’

eye contact, facial expression and gestures in

presentation Following are the results

analyses of each

Table 4 Using body languages

Option

Items 1 2 3 4 5

7 5% 15

%

30

%

40

%

10

%

8 8% 23

%

25

%

27

%

17

%

9 2% 30

%

38

%

20

%

10

%

The responses for item 7 show that a half of the totals are aware of the importance of having eye contact with the audience Eye contact creates the bond of communication and rapport between students and their listeners It helps students not only to show their sincerity but also to get the audience feedback With 20% of the students who do not know how to communicate with their listeners by eye contact, they should know that they will lose their audience’s attention and respect Some students said that they do not know how to use eye contact as an interactive method; they just rarely look at their listeners, all the time they look at their notes, slides, background or ceiling of classroom or around the room

It can be seen from Table 4 that 44% of the respondents can keep facial expressions natural and friendly; whereas, one third of the total respondents cannot show their face expression naturally and friendly Results show that facial expressions, especially smiles can make students deal with nervousness and overcome stage fright Furthermore, the audience will also feel more comfortable and relaxed if their speakers are not too serious and fastidious

Gestures express emotions through the movement of presenters’ limbs, body, or head Although these students are probably unaware of their hands when they talk to their classmates, their arms and hands may seem larger than life when they are standing in front of a roomful of people Some of them put their hands in the pocket, others tie their hands behind their back while presenting CONCLUSION

In conclusion, interacting with the audience in the presentation involves various techniques that are quite easily comprehended if well learnt and regularly practiced Interaction helps to improve the quality of the

participate in the presenters’ speech, and build the presenters’ skills as well as

Dương Đức Minh và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 31-36

competence Moreover, presentation is a

typical part of a language, consequently,

when delivered in English by students at

SFL-TNU, certain problems cannot be avoided

REFERENCES

1 Clella, J (2007), Public speaking: Concepts and

skills for a diverse society (6th ed.), Boston, MA:

Cengage

2 Dwyer, K K (2005), Conquer your speech

anxiety, Second Edition, Belmont, CA: Wadsworth

3 Diana, P C & James, P (1995), Public Speaking

Today (2nd ed), Illinois USA: National Textbook

Company, p.127

4 Galvin, K M & Terrell, J (2001),

Communication Works!: Communication

Application in the Workplace, Illinois USA:

National Textbook Company

5 Jaffe, C (2007), Public Speaking: Concepts and

Skills for a Diverse Society (5thed), Australia: Thomson Wadsworth

6 Joseph, A D (2000), Human Communication:

The Basic Course, The United States:

Addison-Wesley Educational Publishers Inc

7 Kathleen, G (2011), Principles of Public

Speaking, Routledge Publishing House

8 Nelson, P E., Titsworth, S., & Pearson, J.C

(2009), iSpeak: Public Speaking for Contemporary

Life (2008 ed), New York: McGraw-Hill Higher

Education,

9 Stephen, E L (2004), The Art of Public

Speaking (8th ed), New York: McGraw-Hill Higher

Education

10 Steve, M (2000), Effective Presentation Skills:

A Practical Guide to Better Speaking, USA:

Thomson Learning

TÓM TẮT

NGHIÊN CỨU VỀ SỰ TƯƠNG TÁC GIỮA NGƯỜI THUYẾT TRÌNH VÀ KHÁN GIẢ KHI HỌC KỸ NĂNG THUYẾT TRÌNH CỦA SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI KHOA NGOẠI NGỮ - ĐẠI HỌC THÁI NGUYÊN

Dương Đức Minh1*, Dương Lan Hương2

1

Khoa Quốc tế - ĐH Thái Nguyên, 2 Khoa Ngoại ngữ - ĐH Thái Nguyên

Nghiên cứu này tìm hiểu về sự tương tác giữa người thuyết trình và khán giả khi học kỹ năng thuyết trình của sinh viên chuyên ngành tiếng Anh tại Khoa Ngoại ngữ, Đại học Thái Nguyên (SFL-TNU) với mục đích chỉ ra các yếu tố ảnh hưởng đến sự tương tác khi thuyết trình cảu sinh viên Nghiên cứu được thực hiện trên 40 sinh viên chuyên ngành tiếng Anh năm thứ tư ở trình độ tiếng Anh trên trung cấp tại Khoa Ngoại ngữ - ĐHTN Công cụ thu thập dữ liệu chính của cuộc điều tra này là bảng câu hỏi có tên Bảng câu hỏi về sự tương tác khi thuyết trình (IILP) Bảng câu hỏi này được thiết kế chủ yếu nhằm thu thập thông tin cơ bản của của các sinh viên khi thuyết trình và các kỹ năng cũng như yếu tố cần thiết khi thuyết trình Các kết quả của nghiên cứu được phân tích và thảo luận kỹ lưỡng để trình bày cách sinh viên sử dụng các yếu tố này để nâng cao kỹ năng tương tác của các em Từ kết quả, một số gợi ý cho sinh viên và giáo viên của SFL-TNU được tăng cường chất lượng tương tác trong khi học môn thuyết trình và thực tế thuyết trình trước khán giả

Từ khóa: kỹ năng thuyết trình, thuyết trình viên, khán giả, sinh viên chuyên ngành tiếng Anh, Khoa

Ngoại ngữ, Đại học Thái Nguyên

Ngày nhận bài: 15/10/2017; Ngày phản biện: 30/10/2017; Ngày duyệt đăng: 13/12/2017

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Tel: 0968747733; Email: minhdd@tnu.edu.vn

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THE SPECIAL ISSUE FOR THE 10th FOUNDATION ANNIVERSARY

SCHOOL OF FOREIGN LANGUAGES - TNU (2007-2017)

Nguyen Thi Nhu Nguyet, Chu Thanh Thuy - Students’ Output Competency Assessment in Using Russian

Language at Level A2-B1 on the Basis of Common European Framework of Reference at School of Foreign

Nguyen Thuy Linh - Evaluation and Assessment in Project-Based Learning - Some Practical Suggestions 13

Vu Thi Thanh Hue - Students’ Perception about an Online Extensive Reading Course with the Help of Edmodo 19 Mai Thi Thu Han, Nguyen Thi Lien, Hoang Thi Tuyet, Duong Thi Ngoc Anh - Fostering Learners’

Autonomy through Project Work in an ESP Class at Hoa Lu University: A Case Study 25 Duong Duc Minh, Duong Lan Huong - A Study on the Interaction between the Presenter and Audience in the

Presentation Skill for English Major Students at School of Foreign Languages - Thai Nguyen University 31 Pham Thi Kim Uyen - Use of Journals in Teaching Translation for English Major Students of Nha Trang University 37

Le Thi Hong Phuc - Students’ Responses to the TV Show Project as the End-of-Term Assessment in the

Han Thi Bich Ngoc - Teaching Outside the Classroom - Integrating Social Media into Innovative Language

Nguyen Ngoc Luu Ly, Quach Thi Nga - Some Features in Applying Multimedia Tools into Teaching

Elementary Chinese in School of Foreign Languages - Thai Nguyen University 55

Le Thi Hoa, Dau Thi Mai Phuong - Fostering the 21st Century Skills in Project-Based ESP Learning 61 Nguyen Thi Bich Ngoc, Tran Minh Thanh - Methods to Increase the English Magazine Project Power in the

Study of the English Written Language for English Major Students at School of Foreign Languages - Thai

Hoang Thi Huyen Trang, Nguyen Thi Ngoc Anh - Developing English Language Reading Comprehension

Nguyen Quoc Thuy, Nguyen Thi Doan Trang - Teaching Foreign Languages through Magazine Project at

Nguyen Tuan Anh - PBLL Course Development as a Way of Ensuring a Multidisciplinary Program 85

Do Thi Son, Do Thi Phuong - An Analysis of Students’ Errors at School of Foreign Languages, Thai Nguyen

University in Directly Translating from Sino-Vietnamese Words to Chinese and Solutions 91 Tran Dinh Binh - Application of Project-Based Learning in Language Teaching in Vietnam 97

Le Thi Khanh Linh, Le Thi Thu Trang- Evaluative Devices in Personal Narratives from American and

Do Thanh Mai, Phung Thi Thu Trang - The Application of Moodle in E-Learning and Teaching Informatics

Mai Thi Ngoc Anh, Vi Thi Hoa, Pham Hung Thuyen - Application of Project-Based Learning to the Teaching

of Chinese Excursion at School of Foreign Languages – Thai Nguyen University 117 Tran Thi Hanh - Students’ Perceptions on the Use of Edmodo as a Supplementary Tool in Learning 123 Bui Thi Ngoc Oanh - Using Project-Based Learning to Improve English Speaking Skills of Non-English Major

Journal of Science and Technology

174 (14)

N¨m 2017