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Corrective feedback has received much attention in language teaching and learning, including English as a foreign language. However, little research has been done with regard to college teachers’ perceptions about this area of interest in speaking language classes. The present study, therefore, focuses on teachers’ perceptions about oral corrective feedback and its types at tertiary contexts within a local province of the Mekong Delta, Vietnam. This paper draws on data collected as part of a larger study consisting of questionnaires. The findings indicate that teachers had positive perceptions about oral corrective feedback. However, some considered oral corrective feedback as optional since they were concerned with learners’ uptake when provided with corrective feedback. Elicitation was the most favored technique, followed by meta-linguistic feedback. Furthermore, implications are also presented. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0629/a.php" alt="Hit counter" /></p>

This paper reports a theoretical evaluation and findings from teachers’ and students’ evaluations of activities and tasks in English 6, an English textbook from a series of four textbooks which have been used as the compulsory textbooks for all students from grades 6 to 9 (ages 12 to 16) in all junior secondary schools in Vietnam since 2001 (Nguyen, 2005). It presents results from a study which involved 8 teachers and 126 students in four secondary schools in the Mekong Delta, Vietnam. Combining a theoretical evaluation and the analysis of the data collected from the questionnaires, semi-structured interviews and classroom observation. It is concluded that there is a lack of a variety of activities and tasks and they mostly focus on form. Therefore, they do not help develop learners’ communicative competence. The present study also draws implications regarding how to use teaching materials effectively for EFL/ESL for developing learners’ communicative competence.

The present study aimed to investigate EFL gifted high school students’ perceptions of the effects of integration of reading and writing on their writing skills. 103 gifted students of grade 11 from three gifted high schools in the Mekong Delta took part in this study. The study followed a descriptive, mixed method research design employing the questionnaire and semi-structured interview to collect quantitative and qualitative data about EFL gifted high school students’ perceptions of the effects of integration of reading and writing on their writing skills. The findings of the study revealed that students highly perceived the positive effects of integrating reading and writing into writing lessons in regard to language, organization, content, communicative achievement, evaluation and effectiveness.