Hery Santosa, PhD
Hery Santosa, PhDDr. Made Hery Santosa is a lecturer at Ganesha State University of Education, Bali, Indonesia. He completed his PhD in La Trobe University, Australia. He is the Head of Collaboration Affairs and Information System in Postgraduate Program, an Advisory Board Member of Rectorate and the Chief-in-Editor of Social Science and Humanities Journal at the University. He currently serves as the Director of Program Development at the Indonesia Technology Enhanced Language Learning Association (iTELL), the International Advisory Editorial Board of Journal on English as a Foreign Language at IAIN Palangkaraya, and the Core Skills Leading Trainer at British Council. His works have been published in several publications, including Nova Science Publishers, Journal on English as a Foreign Language, and Information Technology Application Journal. His main research interests are Education, Learning Approaches, TESOL, Teacher-Student Learning, Thinking Skills, Gen X, Y, and Z, E-Learning, Blended Learning, Flipped Learning, Learner Autonomy, Educational Technology, Virtual and Augmented Reality, Cyberbullying, CALL, MALL, TELL, and Academic Writing.

I CAN VLOG: ORAL COMPETENCY OF GEN Z WITHIN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) FRAMEWORK

With increasing numbers of generation Z in today’s classrooms, teachers must align into students’ capacities to fully engage them in the teaching and learning process. This study aimed to improve students’ speaking competencies using Vlog in the secondary level EFL context within Technological Pedagogical Content Knowledge (TPACK) framework. Over one semester period, three main activities were utilized to 30 students of second grade vocational high school, namely distributing a TPACK survey, implementing a classroom action research, and conducting a focused group interview. Instruments, like the TPACK survey, rubric, and a semi-structured interview guide were used in the study. Results show that students have a relatively high understanding of using technology but slightly limited information on pedagogy and content aspects. The use of Vlog eventually increased students’ speaking competencies as they were given wider opportunities to express their thoughts using technology as a part of daily life. It is further suggested that students need to fully engage their daily use of technology into learning, and thus teachers, schools, and government must take into account the students’ current preferences of learning in the digital age.

          Loan Nguyen, PhD
Loan Nguyen, PhDDr. Nguyen Thi Thuy Loan untertook her postgraduate studies in Canberra University, Australia and Suranaree University of Technology, Thailand. She is now a lecturer of Division of English, Faculty of Education, Kalasin University, Thailand. She is also a visiting lecturer for Postgraduate Studies in English Language Education at Ho Chi Minh City Open University, Vietnam. She used to be an English instructor at SEAMEO RETRAC, a trainer for Vietnamese lecturers awarded with the government scholarships for their overseas studies, and an instructor for teachers of English in Vietnam in the 2020 Project. Dr. Nguyen specializes in genre analysis, English written discourse, second language writing instruction and research, academic writing, ESL, ESP, professional writing with genre-based approach, citations and reporting verbs. Her publications on these topics can be found in some Scopus-indexed journals. She also serves as a reviewer for some Scopus-indexed journals, namely The Asian EFL Journal, The Asian ESP Journal, The GEMA Online  Journal of Language Studies, 3L: The Southeast Asian Journal of English Language Studies, ESP Today: Journal of English for Specific Purposes at Tertiary level, and Kasetsart Journal of Social Sciences. Besides, she is sometimes invited to give special lectures on research writing for postgraduate students and lecturers in Vietnam, Thailand and Bangladesh.

IN-TEXT CITATION: AN OCCLUDED RHETORICAL FEATURE AND THEIR ACTUAL USE BY VIETNAMESE TESOL POSTGRADUATE STUDENTS

Citing previous works is an important rhetorical feature of academic writing and it is challenging for novice researchers, especially non-native English writers (NNEWs). Failing to do it properly may diminish the early-career researchers’ pathway to publication opportunities. However, little is known about how this group of writers cite although there tends to be an existing gap between what is prescribed and what is practiced. This presentation will first briefly review the significance of this rhetorical feature in academic writing, its syntactic structures and various rhetorical functions and reported problems in citing previous research by NNEWs. It then reports on the citation practice by 24 Vietnamese TESOL M.A students. This report is based on the investigation of the citation types and functions used to achieve the rhetorical purposes of each chapter in their TESOL M.A. theses and from the semi-structured interviews with actual thesis writers and their thesis supervisors. Besides the general citation practice by this group of NNEWs and the different citation functions and types employed in different chapters of their theses, these writers’ insufficient awareness of the significance of citations as a rhetorical device in their thesis writing and a lack of proper attention given to the in-text citations in the TESOL discourse community in Vietnam will also be shared. The section will end with practical suggestions to help novice NNEWs to fully acquire the citation use.

 

          Quyen Bui, PhD
Quyen Bui, PhDDr. Bui Thi Thuc Quyen obtained a Bachelor’s degree in Vietnam, a Master’s degree in USA, and a  Ph.D. in Thailand. She also holds a postgraduate diploma in English Language Teaching at the SEAMEO Language Center in Singapore (RELC) and certificates issued by Educational Testing Service – ETS and Cengage for trainers in English Language Teaching, English Teaching Methods and Academic Testing under Project 2020. Her research interests include ESL/EFL teaching methodology, discourse analysis, language learning strategies, and communication strategies. Her works have been published and presented at national and international conferences. Dr. Bui is currently Head of the TESOL Department, Faculty of Foreign Languages and Technical Education, Nong Lam University, Vietnam. She is an executive member of Ho Chi Minh City TESOL Association. Having taught English and trained teachers of English for more than 20 years, Dr. Bui has an extensive experience in working with English and non-English majors in Vietnam and abroad. She has been invited to lecture and supervise students, and sit as a member of graduation thesis committees of graduate programs in English Language Teaching at Ho Chi Minh City Open University, University of Social Sciences and Humanities, and HCMC University of Technology. She has also participated in Project 2020 as an English language teaching specialist and has involved in training and supervising English teachers for schools and centers in Ho Chi Minh City.

BUILDING AN ENVIRONMENT FOR STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH

Learners’ using the target language for communication has been proposed by many scholars as a crucial part of language learning. However, due to different reasons, not all learners are willing to do it. For those who learn English as a foreign language, the difficulty is likely to come from their context with its human and non-human factors. This presentation reports a project which aimed to create an active learning environment to promote willingness to communicate in English among English majors studying at Nong Lam University, Ho Chi Minh City. The project was conducted with the participation of a teacher who was in charge of a Listening and Speaking 2 class and her 30 freshmen. Questionnaires and interviews with the students, and the teacher’s and students’ diaries were employed for continual data collection.  Necessary adjustments of actions inside and outside the classroom to enhance the students’ willingness to communicate in English were carried out. Upon completion, the project revealed issues that schools with the similar desire for a communicative environment should take into consideration. 


             Nhung Le, PhD
Nhung Le, PhDDr. Le Thi Thuy Nhung completed her MA in TESOL Studies at the University of Queensland, Australia and her PhD in Education at the University of Newcastle, Australia. Her doctoral research was in the area of English medium instruction at the tertiary level. She has published articles and book chapters in local journals and international publishers including Routledge publisher. Dr. Le is currently a Division Head at Department of Foreign Languages, Banking University, Ho Chi Minh City, Vietnam. With over 15 years of teaching experience as an EFL teacher, she has engaged in supervision of postgraduate research projects and examination of Master’s theses in TESOL and educational studies. Her research interests include but are not limited to TESOL, teacher professional development, language policy, intercultural communication, and internationalization of higher education.

‘VIETNAMESE-MEDIUM INSTRUCTION IS GOOD, BUT ENGLISH-MEDIUM INSTRUCTION IS BETTER’: THE PARADOX ABOUT ENGLISH-MEDIUM EDUCATION IN VIETNAMESE UNIVERSITIES FROM THE STUDENT PERSPECTIVE

This paper reports students’ experiences of taking English-medium courses in Vietnamese universities. Data were collected through ten focus group interviews with undergraduate students enrolled in Business courses delivered in English at four urban universities. The findings show a paradox in student perspective: Most students favoured EMI although they acknowledged challenges in dealing with the demands of their programs. Students were determined to overcome difficulties as they had strong belief in the social and economic returns of EMI. The move to EMI programs in universities in Vietnam and Asian countries is gathering momentum. The imperative now is to make it as effective as possible.

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