English for Biology is a course in the bachelor training program of Biology Teacher Education at Ho Chi Minh City University of Education. A research on 126 students from Department of Biology of this University on the advantages and disadvantages of learning English for Biology with native and non-native English-speaking teachers was carried out in January, 2018. Data on their perceptions towards the reasons why they liked studying with the teachers were gained from questionnaires. Thirty students in this research were also randomly selected for interview to get their suggestions for the better achievement of learning English for Biology. The results showed that 52 students (41.3%) liked studying English for Biology with non-native English-speaking teachers, whereas 40 students (31.7%) liked learning with native English-speaking teachers, and 34 students (27.0%) preferred studying with both kinds of teachers. Students also suggested some ways to improve the learning effectiveness including regular practice, learner autonomy, environment for practice and so on. The research result will help the Dean take into consideration the importance of teachers in teaching and learning English for Biology.

Teaching English speaking skills is a challenge for teachers in non-native English speaking countries. In reality, language learners often neglect to join English-speaking activities. Moreover, they tend to focus on grammar, not meaning. To deal with this problem, English teachers can take advantage of the task-based approach (TBA) for their speaking classes. In fact, TBA is considered a useful approach to help learners improve speaking skills effectively. It is also called the learner-centered approach, which emphasizes the roles of learners' roles during the learning process. Therefore, this paper aims to introduce the theoretical basis of TBA, the roles of teachers and learners in TBA and Willis's (1996) TBA framework. Furthermore, the example of implementing task-based speaking lessons is illustrated in this paper. Besides that, some recommendations for further research of implementing TBA are presented in conclusion.

A research on 126 students from Department of Biology, Ho Chi Minh City University of Education on the advantages and disadvantages of learning English with native and non-native English-speaking teachers was carried out in January, 2018. Data on their perceptions towards the reasons why they liked studying with teachers were gained from questionnaires. Thirty students in this research were also randomly selected for interview to get their suggestions for the better ways of teaching English. The result showed that biological students preferred learning pronunciation (88.1%), listening (64.2%), speaking (59.5%) and reading (57.9%) with native English-speaking teachers. However, most of them indicated preference to study grammar (63.5%) and writing (43.7%) with non-native English-speaking teachers. Students also suggested some effective ways of teaching English including choosing practical and interesting topics, applying good method of teaching, increasing time of teaching, transferring lesson by using games, stories, picnics, and so on. The findings will help Deans take into consideration the importance of teachers in teaching English.

With the occurrence of the COVID-19 crisis, there has been dramatically growth and adoption of online education. As a consequence of the epidemic, institutes have been compulsory to close, and teaching and learning have changed fully to home studying. As a result, numerous educational institutions have adopted online teaching and learning on a massive scale. To combine the Communicative Language Teaching (CLT) approach with a framework of computer-assisted language learning seems to be the best strategy during a coronavirus outbreak. This study offers a survey of the literature on Communicative Language Teaching in the situation of online teaching and studying. This paper begins with an overview, definition, and characteristics of CLT. It then examines how CLT can be beneficial in a virtual classroom: advantages and disadvantages. Besides, it discusses the approaches to using CLT in online teaching and learning. This paper's goal is to provide an effective overview that can be used for online language instruction. The study will add to our understanding of Communicative Language Teaching and its use in an online setting.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0947/a.php" alt="Hit counter" /></p>

Acerola (Malpighia glabra L.) was one of the fruit trees cultivated popularly in some provinces of Mekong Delta. The largest cultivated areas of these trees were Go Cong districts (West and East Go Cong), Tien Giang province. Nowadays, there were two sour and sweet acerola varieties:cultivated. Identification of these two varieties through morphology was very difficult and easy to mistake. Protein electrophoresis was a good tool to identify varietties. This research aimed to identify two sour and sweet acerola varieties based on morphology and protein electrophoresis. Acerola samples used in research were collected on two kinds of soil: sandy silt and sandy soils. Protein electrophoresis were analysed according to Hames (1998). Research results showed that there were differeces at some morphological characteristics such as flower and fruit diameters. However, morphological characteristics were often influenced easily by environmental impacts. While flower was not influenced. Flower diagram analysis showed that both varieties were very similar. Thus these morphological characteristics have not yet enough information to distinguish two varieties. Results of protein electrophoresis showed that there were quite differences between two sour and sweet acerola varieties. Differences were detected at bands which molecular weights were 51.89 kDa, 31.08 kDa and 28.06 kDa.