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 [r]
Trang 2T¹p 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
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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
Nguyễn Ngọc Lưu Ly, Quách Thị Nga - Vài nét về việc sử dụng truyền thông đa phương tiện trong giảng dạy
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
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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Nguyên khi dịch trực tiếp từ Hán Việt sang tiếng Trung Quốc và giải pháp khắc phục 91 Trần Đình Bình - Ứng dụng phương pháp dạy học qua dự án trong dạy học ngoại ngữ ở Việt Nam 97
Lê Thị Khánh Linh, Lê Thị Thu Trang - Phương tiện biểu đạt thái độ của người kể chuyện trong các chương
Đỗ Thanh Mai, Phùng Thị Thu Trang - Ứng dụng Moodle trong dạy và học trực tuyến học phần tin học đại
Mai Thị Ngọc Anh, Vi Thị Hoa, Phạm Hùng Thuyên - Vận dụng phương pháp dạy học theo dự án trong giảng
Trần Thị Hạnh - Nhận thức của sinh viên về việc ứng dụng Edmodo như một công cụ phụ trợ trong học tập 123 Bùi Thị Ngọc Oanh - Cải thiện kỹ năng nói của sinh viên không chuyên trình độ A2 với dạy học qua đề án 129
Journal of Science and Technology
174 (14)
N¨m 2017
Trang 3Nguyễn 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
Đàm Minh Thủy - Tích hợp kỹ năng trong học ngoại ngữ thông qua dự án làm video “Tìm hiểu ảnh hưởng của
Nguyễn Thị Thu Hoài - Thực trạng thực tập giảng dạy tiếng Anh ở một số trường THPT tại thành phố Thái
Nguyễn Thị Ngọc Anh, Hoàng Huyền Trang - Khảo sát lỗi sai của sinh viên Trung Quốc khi học tiếng Việt
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
Lê Vũ Quỳnh Nga, Lý Thị Hoàng Mến, Nguyễn Thị Thu Oanh - Nâng cao chất lượng bài dịch của sinh viên
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
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61
FOSTERING THE 21ST CENTURY SKILLS IN PROJECT-BASED ESP LEARNING
Le Thi Hoa*, Dau Thi Mai Phuong
Faculty of Foreign Languages - Ha Tinh University
SUMMARY
In recent years, more schools have outlined 21st century skills as the center of learning in which English language teaching (ELT) especially English for specific purposes (ESP) in the postmethod-era teaching and learning approaches together with project-based learning Therefore,
a case study utilising the framework of developing a project in ESP classroom adopted from Stoller’s and Patton’s work was carried out in a 15-week course of English for Tourism at Ha Tinh University, Vietnam Of all employed instruments within the study, this paper only reports results from students’ questionnaires and interviews It showed that ICT, creative and critical thinking, problem-solving, leadership and collaborating skills were identified as the most important skills More significantly, most of them claimed that project work was a useful tool to meaningfully engage them in language and content-based learning as well as foster these identified skills in the 21st century
Keywords: Project-based Learning (PBL); English language teaching (ELT); English for specific
purposes (ESP); English for Tourism; 21st-century skills
INTRODUCTION*
Teaching ESP has been becoming more
important than ever when there has been a
high need of highly qualified workforce with
intensive professional knowledge and English
competence in the 21st century Therefore, it
is necessary to raise students’ awareness of
essential skills in their study and daily life
After reviewing different approaches to
define and classify these skills, the
researchers adopted the 7Cs 21st century skill
list of Trilling and Fadel (2009) [16] and
investigate students’ perceptions towards
these necessary skills as the first primary
research aim In the meantime, recently,
project-based learning in ELT and ESP has
been found effective in motivating students to
become active learners with essential skills in
the 21st century ([2], [8], [12], [10]) In line
with others, this case study examines the
effectiveness of PBL on 21st century skills in
ESP courses by addressing the second
research question regarding the impact PBL
on fostering the identified skills in the English
course for Tourism classroom
*
Tel:0983278735; Email:hoa.lethi.nn@htu.edu.vn
LITERATURE REVIEW English for specific purposes in the 21st century
As one of the core approaches of ELT, English for specific purposes puts learners as the center and focuses on developing communicative competence in a specific discipline such as academics, archeology, tourism and engineering What makes ESP courses/programs different from general English courses is its own characteristics including being designed to meet specific needs of learners; being related to content (themes and topics) to particular disciplines or occupations; using authentic work-specific documents and materials; promoting cultural awareness and seeks to improve intercultural competence and delivering intermediate and advanced level language training [13] Despite many benefits ESP may bring about, there are challenges of teaching and learning ESP in the 21st century Specifically, Bhatia, Anthony and Noguchi (2011) [3] identified some main challenges to ESP practitioners in bridging the gap between the classroom and the world of work and understanding the correlation among ESP classroom discourse,
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professional discourse and professional
practice Moreover, in designing large-scale
ESP programs, considerable issues are raised
concerning identifying needs, developing
materials, and implementing effective
teaching practice [3], lack of sufficient
administration, misplacement of teachers and
chaotic ESP instruction systems among
universities and institutions [14] These
findings are significant in that they help open
discussions about possible action plans and
specific solutions to improve ESP teaching in
tertiary contexts in the 21st century
Twenty-first-century skills in learning
Educational researchers in the Partnership for
21st Century (P21) [9] and The Assessing and
Teaching of 21st Century Skills (ATC21S)
have their own perspectives in defining and
classifying 21st century skills However,
Trilling and Fadel (2009) [16] outlined a 7Cs
skill list as the center of learning in their
book: 21st Century Skills: Learning for Life
in Our Times It comprises nine skills sets,
namely critical thinking and problem solving;
creativity and innovation; collaboration;
teamwork; leadership; cross-cultural
understanding; communication and media
literacy; computing and ICT literacy and
career and learning self-reliance These skills
set were used as the framework of inquiry
which the current study attempts to address
However, it is worth noting that while
reviewing the literature on the 21st century
skills, there has been a dearth of research on
how to integrate groups of skills into ESP
programs
Project-based learning in ELT and ESP in
21st century
Project-Based Learning (PBL) is an
innovative student-driven, teacher-facilitated
approach to learning This approach teaches a
multitude of strategies critical for success in
the twenty-first century It is defined as a
learning model around projects which are
complex tasks, challenging questions or
problems requiring students to autonomously
involve in designing, problem-solving,
decision-making, and/or investigative activities in specific periods of time to come
up with realistic products or presentations ([15], [10], [2], [11], [12]) summarised a list
of 6 primary characteristics and proposed a 10-step framework of designing a project in teaching ESP courses which is served as the foundation for this current case study [11] Many potential benefits of PBL in ELT have been found by recent researchers ([6], [7], [4], [5]) In specific contexts of English for specific purposes, a study conducted by Indrasari [8] shows that PBL can stimulate pre-service teachers in English Education in IAIN Raden Intan Lampung in designing, decision making, and creating products in the process of finishing the assigned project: Designing a coursebook of ESP for particular fields Similarly, Alsamani and Daif-Allah (2016) [1]’s study indicates the effectiveness
of the suggested project-based ESP course on developing the English vocabulary on Computer Science and Information Technology for the target subjects and building up new learning habits was increased
However, apparently, the correlation among Project-based learning, the 21st century skills and ESP teaching and learning has been under-researched Therefore, the current researchers attempt to investigate learners’ perception towards the 21st century skills and the effects on PBL in fostering the 21st century skills in ESP context To achieve this aim, a case study was undertaken in the 15-week course of English for Tourism at Ha Tinh University, Vietnam to address the
following research questions: a) What are the most essential skills for Vietnamese students
in the 21st century, particularly in Hatinh? b) Does Project-based learning have any impact
on fostering the identified skills in ESP classroom, particularly in the course of English for Tourism?
METHODOLOGY Participants The participants in this study consisted of 17 English major students who did participate a
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63
15-week course of English for Tourism 2 at
Ha Tinh University The teacher who had had
experience of 10 years in ELT and 5 years in
ESP at Faculty of Foreign Languages of Ha
Tinh University
Case study procedure
The case study started with the introduction
of the course description of English for
Tourism 2, followed by giving some guidance
of utilising the revised framework including
six specific steps: get an idea, plan and
structure the project, gather and select
materials for the project, do the project,
present the project products and evaluate the
project There were 3 required projects for
preparation and presentation in week 5, 10
and 15, namely Dramma about Tourism,
National/international Tour and Professional
Development in Tourism Students’ work was
assessed with three criteria: the outcome of 3
projects, language competence and the
incorporation of outlined 21st century skills
within projects
Instruments
To collect the data, the research employed the
interview, questionnaire, classroom
observation, the English for Tourism course
1’s and the post-current course’s results
However, due to the space limit, in this paper,
we only report results from interviews and
questionnaire to address the research
questions with the perspective of students In
more details, the questionnaire items designed
in forms of multiple choice and checkboxes
with the seven-point likert scales focused on
the importance of each skills of 21st century,
satisfaction level towards project-based
learning application in the ESP course and
satisfaction level towards the
integration/incorporation of identified skills
into Project-based ESP learning Moreover,
interviews were designed to triangulate the
data in the questionnaire with five questions
While using these instruments, the researchers
did cover some ethical considerations such as
participants’ rights, anonymity and data
protection within their research
FINDINGS AND DISCUSSION This paper aims to report findings with respect of students’ perspective toward PBL and 21st century skills in English course for Tourism 2
Important skills to students in the 21st century
To address the first question of our study, we asked the participants which skills they found important for their study and daily life in the 21st century in both questionnaires and interviews As a result, there were 12 skills identified including: ICT, creativity, critical thinking, problem-solving, leadership, collaboration, communication, self-reliance, cross-cultural understanding, planning and organising, evaluating and assessing, reflecting In addition, the seven-point Likert scale was employed to explore the respondents’ attitude towards the importance
of these skills and the result is reported in chart 1
Chart 1 The importance of 21st century skills
From chart 1, more remarkably of all, there were 4 more important skills including ICT, creativity, problem solving and critical thinking with 58.8%, 53%, 41.2%, and 35.3%
of participants respectively The other skills were considered as slightly to moderately important In addition, 41.2% of students seemed to underestimate the self-reliance ability by marking them as slightly important
in the 21st century, which happened as similarly as evaluating and assessing skills These results reveal that although students were aware of the importance of listed skills
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in a different range, they seemed not to pay
much attention to intrinsic and metacognitive
skills such as reflecting, evaluating and
assessing, planning and cross-cultural
understanding Therefore, it may be suggested
that teachers should put more emphasis on
raising awareness of their students towards
the above mentioned skills more
comprehensively
Effects /impacts of PBL in learning
ESP/English for tourism
With two sub-themes to analyse, the students
first were required to indicate their agreement
to given statements related to positive impacts
of project-based learning on specific aspects
of their learning English for Tourism Nine
dependent variables including motivation,
enjoyment, English communication
confidence, content knowledge, 21st-century
skills, English proficiency, classroom
interaction, classroom atmosphere and overall
achievement were analysed and then were
reported in chart 2
Chart 2 Students’ agreement on statements
regarding impacts of PBL on English for Tourism
learning
As shown in chart 2, it is evident that
students’ motivation wasenhanced when
applying PBL with 82.4% of students
strongly agreeing Moreover, there were
52.9% of students claiming that they have
developed their tourism content knowledge
and 21st-century skills This finding shows a
significant evidence for our study that from students’ perspective, PBL actually has somehow positive impacts on their ESP learning and 21st-century skill practice It is quite compatible with students’ perception toward improved overall achievement with 70.6% of them on the agreement and only of 29.4% neither agreed nor disagreed Besides, along with these impacts, clearly the classroom atmosphere and interaction were pushed up within a range from 88.2% to 100% Interestingly, three of interviewees added that the repeated procedure in project work helped them build up the capacity of long term memorising However, slightly unexpectedly, participants still did not realise their dramatical improvement in English proficiency and their English communication confidence in their course Overall, most of the participants showed their agreement on the positive influences of PBL on their ESP learning except for some small portion of confusion to English Communication confidence and their English proficiency But
as a caution, the results also suggest that teachers need to put more emphasis on supporting and empowering their students at mastering their English language competence Effects/impacts of PBL in integrating identified essential skills in the 21st century
in ESP classroom With the second sub-theme of the second and last research question, we conducted analyses examining whether PBL had specific influences on students’ integration and practice of the 21st-century skills in learning English for Tourism through their seven-point-of-satisfaction likert scale The results summarised in chart 3 apparently shows that students were overall dissatisfied with their practice and integration of 4 skills including ICT, Critical thinking, Leadership, and Reflecting with 64.7%, 70.5%, 64.6%, 70.6%
of students respectively although students highly perceived the importance of them in previous questions
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65
Chart 3 Students’ satisfaction to their practice
and integration of the 21st century skills
On the other hand, collaboration,
problem-solving, and communication were indicated as
the most satisfied skills with over 70% of
overall satisfaction (including very satisfied,
moderately satisfied, and slightly satisfied) of
each in integrating 21st century skills Also,
participants still were confused about their
satisfaction to their progress of self-reliance,
cross-cultural understanding and evaluating &
assessing which are shown in the column of
neutral value
What is more, this study uncovered a
conflicting relationship between critical
thinking and problem-solving meanwhile
these two skills theoretically seem to correlate
with each other Specifically, the participants
were overall satisfied with their progress in
practicing problem solving with 76.45% when
summing up three levels of being satisfied
However, the overall dissatisfied percentage
of critical thinking application (including
slightly disatisfied, moderately disatisfied,
and very disatisfied) in some extend accounts
for 70.5% Also, from the interviews, it is
clear that students showed positive attitudes
to the necessary skills in the 21st century as
they were somehow happy and satisfied when
having more opportunities to apply and
integrate in practicing skill groups in their
course of English for Tourism meaningfully
to complete tasks or projects As an extra
earning of this study, through the interview
we did detect some difficulties the
participants dealt with during the English for
Tourism course Firstly, sharing the same
concern with Fragouslis (2009) [4] and Haines (1989) [6], one difficulty is that because of not being familiar with the framework of doing a project work, it was unavoidable from students’ confusion and impatience in following steps This leads to the second problem of time and effort consuming and lack of materials and classroom facilities
CONCLUSION The current paper provided the evidence of significantly positive impacts of PBL in specific aspects of ESP and the incorporation
of 21st century skills resulting from participation in 15-week English for Tourism Course, which is relatively compatible with others’ studies as above discussed However, there are several limitations of this study such
as a small number of participants to generalise to all students, the course of English for Tourism just as one specific aspects of ESP and most of the findings based
on only the responses of students in questionnaires and interviews Therefore, the study suggests that the potential effects of PBL are likely to be considered as samples with similar characteristics as described in this article and ideally, practical data would
be more reliable and triangulated with the teacher’s observation and post-course tests Despite these shortcomings, we conclude with caution and hope that project-based learning
is an effective alternative approach of teaching ESP in the 21st century with a call for more studies examining its effects in different courses with different contexts
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TÓM TẮT
NÂNG CAO KỸ NĂNG THẾ KỶ 21 TRONG
HỌC TIẾNG ANH CHUYÊN NGÀNH THÔNG QUA DỰ ÁN
Lê Thị Hòa*, Đậu Thị Mai Phương
Khoa Ngoại ngữ - Trường Đại học Hà Tĩnh
Gần đây các trường học đã đưa các kỹ năng cần thiết trong thế kỷ 21 vào trọng tâm của việc học tập và giảng dạy Trong đó, giảng dạy ngôn ngữ tiếng Anh, đặc biệt là Tiếng Anh chuyên ngành đóng một vài trò quan trọng trong việc kết hợp các kỹ năng này vào các phương pháp dạy học thế
kỷ 21 và phương pháp học qua dự án (PBL) Vì vậy, một nghiên cứu tình huống sử dụng các bước thiết kế dự án trong các lớp học tiếng Anh chuyên ngành được chỉnh sửa từ khuôn mẫu của Stoller
và Patton đã được tiến hành trong khóa học tiếng Anh Du lịch kéo dài 15 tuần tại trường Đại học
Hà Tĩnh, Việt Nam Trong tất cả các công cụ được sử dụng cho nghiên cứu này, với phạm vi bài báo này, tác giả báo cáo một phần kết quả từ các phiếu điều tra và phỏng vấn sau khóa học đối với sinh viên Theo quan điểm của người học, trong các kỹ năng được đưa ra, kỹ năng tin học, tư duy phản biện sáng tạo, giải quyết vấn đề, khả năng lãnh đạo và hợp tác được đánh giá có vai trò quan trọng nhất đối với người học tiếng Anh chuyên ngành Ngoài ra, hầu hết các em nhận định rằng dạy học qua đề án là một công cụ hữu ích giúp các em chủ động tích cực tham gia vào học ngôn ngữ và kiến thức cũng như rèn luyện nâng các kỹ năng cần thiết trong thế kỷ 21
Từ khóa: dạy học qua đề án, giảng dạy tiếng Anh, tiếng Anh chuyên ngành, tiếng Anh chuyên
ngành Du lịch, kỹ năng thế kỷ 21
Ngày nhận bài: 15/10/2017; Ngày phản biện: 02/11/2017; Ngày duyệt đăng: 13/12/2017
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Tel:0983278735; Email:hoa.lethi.nn@htu.edu.vn
Trang 10oµ soT T¹p chÝ Khoa häc vµ C«ng nghÖ
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