Communicative pronunciation teaching: Insights from the Vietnamese tertiary EFL classroom

Students' and teachers' perceptions of effective ESP teaching

“…Comparisons of students' and teachers' ratings in the questionnaire showed that there were significant differences in students' and teachers' perceptions of task-based language teaching, corrective feedback and assessment, discipline specifications, and integration of culture. An explanation is that one’s beliefs can be affected by their education background, prior experience, context, and practice ( Borg, 2011 , 2015 ; Nguyen and Hung, 2021 ). It might be necessary for ESP teachers to understand students' beliefs, needs, and expectations ( Plonsky and Mills, 2006 ) so that potential gaps can be bridged ( Ellis, 2008 ).…”

“…Given the importance of ESP teaching and belief literature, the current study investigates and compares how Vietnamese tertiary students and teachers perceive effective ESP teaching. Such understandings can be used to give implications for ESP teaching practices in the classroom ( Nguyen and Hung, 2021 ; Borg, 2015 ; Ellis, 2008 ) and curriculum design ( Macalister and Nation, 2020 ). The fact that learners will need to effectively use ESP at the workplace and for academic purposes and that results from investigations into teachers' and students' beliefs can be used to improve the classroom practice provides a compelling rationale for the current study.…”

Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education

“…The study showed that TPL led to changes in the teachers' beliefs about pronunciation teaching and that the TPL workshop successfully enhanced the teachers' pronunciation pedagogical knowledge and refined their pronunciation teaching skills (Nguyen and Newton, 2021). Following upon the third study, the fourth paper (Nguyen and Hung, 2021) examined the teachers' implementation of CPT and the value of the CPT approach from both teaching and learning perspectives. The study demonstrated that the teachers constructed their CPT lessons with a wide range of classroom tasks moving from giving explicit phonetic explanation to form-focused and then meaning-focused practice.…”

“…With regard to teaching approaches, the teachers all stated that CPT has the potential to facilitate students' pronunciation learning. This belief emerged from the teachers reflecting on their practice of correcting learners' pronunciation errors through recasts and/or prompts as reported in the first paper (Nguyen and Newton, 2020) and their recent teaching experience with the CPT model in the third and fourth papers (Nguyen and Hung, 2021;Nguyen and Newton, 2021). According to the teachers, if pronunciation is taught communicatively, students' pronunciation, listening, and speaking skills can simultaneously improve through various communication tasks.…”

Concept Attainment Model (CAM) in Empowering Critical Thinking Skills and Concepts Mastery for High School Students

“…Hal yang terjadi demikan harus dirubah sesuai dengan kebutuhan siswa. Karena sesungguhnya masing-masing siswa memiliki potensi, tinggal bagaimana potensi yang dimiliki itu dapat diasah melalui medel pembelajaran yang sesuai dengan tingkat pemahaman siswa (Bokor et al, 2020) (Nguyen & Hung, 2021). Di era kondisi seperti sekarang ini siswa harus dibekali dan difasilitasi dalam meningkatkan kecakapan abad ke-21 yang diataranya adalah keterampilan berpikir kritis dan kemampuan konsep siswa (Chou & Chou, 2021) (Kukreti & Bhatt, 2021).…”