This paper investigates the effects of Multiple Intelligences-based homework on EFL students' vocabulary learning at a university in Vietnam. Based on the Multiple Intelligences (MI) Theory framework and Action Research approach, the homework instructions were adapted according to different types of intelligences. After four weeks of practice, it was found that students made use of different strategies to learn new words. They also showed creativity and a greater enthusiasm toward vocabulary learning.

<p>The research was conducted by the teacher as a writer of the study at Dong Nai Technology University. The study was carried out by using group discussion with two aims. They are: (1) to investigate the EFL students’ attitudes towards group discussion in their speaking classes and (2) to evaluate the effectiveness of applying group discussion activity in English speaking classes. The results of the study show that group discussion activity helped increase most of the students’ motivation in speaking lessons. Moreover, the findings of the study also indicated that after using group discussion activity in speaking lessons, the number of students getting GPA from B to A⁺ increased significantly with the rate from 35% to 63,33%. The researchers’ expectation was resulted by using group discussion activity in improving the students' speaking proficiency.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0938/a.php" alt="Hit counter" /></p>

This study was an attempt to investigate the effect of peer-review checklists on Vietnamese EFL students’ writing performance and students’ feedback on the application of the peer-review checklist. The quasi-experimental study was conducted with fifty-eight non-English major students at a university in the Mekong Delta. The participants were divided into an experimental group and a control group. A mixed-methods intervention design was applied, in which data were collected from a pre-test, a post-test and a focus-group interview. The results of the triangulation analysis, which compared datasets from the instruments, revealed that EFL students utilizing a peer-review checklist performed better than did their peers in the control group. More specifically, students in the experimental group had significant progress in terms of task fulfilment and utilizing vocabulary. The results also indicated that most students’ feedback on the use of the checklist was positively noticed. Although the findings of the study are limited because of the small sample, use of peer review checklists in writing classes is recommended for EFL students in tertiary contexts with some suggested cautions.

<p><em>Abstract:</em> This study examined the use of vocabulary learning strategies (VLS) among EFL university students in Vietnam. The research involved 213 EFL university students, 61 second year students and 152 third year students at Vinh University. The study used mixed methods, including Schmitt (1997)’s VLS questionnaire, learners’ diaries and interviews. Results indicated that cognitive strategies were the most frequently used and social strategies, which are used to consolidate new words, are the least frequently used ones. The data from diaries and interviews also showed that there is a lack of organized practice of vocabulary learning among the participants. Some pedagogical implications are discussed and suggested for English vocabulary teaching</p><p>Key words: vocabulary learning strategies, vocabulary learning, EFL university students</p>

<p>The study was conducted with the aim of finding out some main determinants related to the students’ speaking performance, not to eliminate them fast because that is impossible, at the present time, how to learn and encourage them gradually to solve the problems. The researcher believes that, when the students are clearly aware of the problems that they are encountering, they will be more positive in coping with them and improve them unconsciously. The descriptive method of research was utilized in this study to gather the necessary data and information. The independent variables are students’ motivation including their: achievement, competence motivation, power motivation, attitude motivation and incentive motivation. And the dependent variables of the students’ speaking proficiency include their: grammatical competence, strategic competence, discourse competence and sociolinguistic competence. The dependent variable focuses on English proficiency: accuracy and fluency. The respondents of the study were 30 English major students from Faculty of Foreign Languages and 6 teachers who were teaching English there, Dong Nai Technology University (DNTU).</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0939/a.php" alt="Hit counter" /></p>