<p>This study aims to determine the main problems that hinder Khmer students’ English-speaking performance. A quantitative approach was used to understand the factors influencing the poor English-speaking performance of Khmer students. In this work, questionnaires were employed as a research instrument to collect quantitative data. The sample was Khmer students, aged from 15 to 18 years old at ethnic minority boarding schools in a province in the Mekong Delta, Vietnam. The results from the questionnaire show that Khmer cultural factors, namely students’ characteristics as well as the boarding school educational system could hinder students’ English-speaking performance. Based on the problems found, this study gives suggestions to help bilingual students in Vietnam improve their English-speaking performance. It is believed that this research forms the basis for future studies on bilingual students learning English in Vietnam.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0555/a.php" alt="Hit counter" /></p>

This study aims to investigate whether the use of a text-taking strategy could enhance EFL high school learners' reading comprehension. It draws on the test-taking strategies suggested by Cohen and Upton (2007), to focus on the two main aspects, (1) the influence of applying test-taking strategies on EFL high school students’ reading comprehension tests and (2) their attitudes toward these strategies. In the pretest-posttest one-group design and descriptive quantitative research, the reading comprehension test and the questionnaire were used to collect the data of 90 EFL high school students in a school in rural Can Tho City. These students were assigned to apply test-taking strategies in a workshop every week in the second Semester of 2021-2022. The findings showed that (1) participating students’ reading comprehension scores improved after following the test-taking strategies after 07 weeks; and (2) students were positive about their being active in their testing practice despite certain challenges. As a result of such positive attitudes, they had high motivation for continuing their practice test-taking strategies for the future examination.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0953/a.php" alt="Hit counter" /></p>

This study aims to investigate the effects of using self-video recording on EFL high school students’ lexicon knowledge. Participants include 80 EFL high school students in the Mekong Delta divided into two groups, namely the control and experimental group. Pretest and posttest were done to collect quantitative data before and after the treatment. After the treatment, the results of the experimental groups were higher than that of the control one in terms of lexicon knowledge. Therefore, this study gives recommendations for further studies in other aspects of speaking skills or speaking skills in general.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0946/a.php" alt="Hit counter" /></p>