Quantifying vocabulary learning belief and strategy - A validation study of the Vietnamese version of Gu's (2018) vocabulary learning questionnaire

Trang, Nguyen Huynh; Truong, Duy Vinh; Ha, Hung Tan

doi:10.1016/j.heliyon.2023.e16009

Cited by 3 publications

(4 citation statements)

References 24 publications

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“…Beliefs of course are needed by the teacher as a source of imagination to increase students' achievement because beliefs influence teacher decision in the classroom. In other word, teachers' instructional methods are influenced by their knowledge and beliefs (Trang, Truong, & Ha, 2023). Additionally, one may assert that the opinions of the instructors have a significant impact on what happens in their classrooms (Wang et al, 2023).…”

Section: Teacher Beliefsmentioning

confidence: 99%

“…Teaching methods and the beliefs of teachers engage in a dialectical relationship (Guler & Celik, 2023;Wang et al, 2023). They may have several interrelated views about discipline, instruction and learning (Trang et al, 2023). On the other hand, beliefs have an influence on education through procedures including the selection of subject matter and focus, teaching style, and learning techniques (Cabellos et al, 2023).…”

Section: Teacher Beliefsmentioning

confidence: 99%

“…On the other hand, beliefs have an influence on education through procedures including the selection of subject matter and focus, teaching style, and learning techniques (Cabellos et al, 2023). The cognitive and emotional outcomes of students are influenced by teachers' enacted beliefs (Şentürk & Baş, 2023;Trang et al, 2023). In recognition of the fact that beliefs influence both how teachers learn and what teachers do, the teachers' instructional behaviors are a powerful influence on student learning and intensify the students' achievement (Li & Xu, 2023).…”

Section: Teacher Beliefsmentioning

confidence: 99%

“…Numerous studies have examined the factors that influence student achievement. Various studies highlight teacher effectiveness as a substantial influence on performance (Trang et al, 2023;Wang et al, 2023 ). Numerous research have been conducted on many aspects such as teaching experience, teaching practices, teaching knowledge, and academic ability (Nuankaew et al, 2023).…”

Section: Students' Achievementmentioning

confidence: 99%

See 3 more Smart Citations

Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning

Laoli,

Waruwu,

Ndraha

et al. 2023

JEELR

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Gender becomes one of the essential factors that are always considered in the various relationships among variables in the educational field. The purpose of this study is to examine the involvement of gender differences in the enhancement of college students’ English achievement using inquiry-based learning. A quasi-experimental two-way factorial design among groups was applied to carry out this study. 300 Indonesian EFL (English for Foreign Language) college students were randomly allocated to one of two groups. The experimental group (N = 150) consisted of 85 females and 65 males who were given inquiry-based learning. Meanwhile, the control group (N = 150) contained 75 males and 75 females who were given direct learning. An achievement English test containing 50 multiple choice problems was administered to them before and after their involvement. The data was analyzed using some tests such as the independent sample t-test, paired sample t-test and factorial between two groups ANCOVA (Analysis of Covariance) and SPSS v.29 was used to promote these analyses. The results of this recent study showed that the intervention of inquiry-based learning has a significant and positive effect on enhancing college students’ EFL achievement. Moreover, there is significant evidence that gender differences are involved in the enhancement of college students’ English achievement in inquiry-based learning. There is a statistically significant relationship between gender and inquiry-based learning. This study implies that inquiry-based learning can be applied to enhance students’ achievement in Indonesian EFL colleges.

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Section: Teacher Beliefsmentioning

confidence: 99%

Section: Teacher Beliefsmentioning

confidence: 99%

Section: Teacher Beliefsmentioning

confidence: 99%

Section: Students' Achievementmentioning

confidence: 99%

See 2 more Smart Citations

Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning

Laoli,

Waruwu,

Ndraha

et al. 2023

JEELR

View full text Add to dashboard Cite

show abstract

A Continuous Improvement Instrument for the evaluationof the ergonomics management system in the supply chain

Rodríguez-Gámez,

Maldonado-Macías,

Lagarda-Leyva

et al. 2024

Heliyon

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Beyond Memorization

Nguyen,

Javorsky

2024

Advances in Educational Technologies and Instructional Design

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This chapter examines the limitations of Vietnam's National Foreign Language Project 2020, particularly the ongoing struggle of many students to communicate effectively in English despite years of instruction. The chapter argues that the heavy reliance on rote memorization of vocabulary, a widespread practice in Vietnamese EFL education, leads to superficial learning and favors certain students over others. It explores key challenges in Vietnam's EFL landscape, such as teachers' pedagogical content knowledge, the quality of instructional materials, and the lack of effective student learning strategies. The chapter advocates replacing rote memorization with more equitable and effective approaches along with embedding the four-part processing model for word recognition and the four strands principle. It concludes with practical pedagogical strategies to illustrate how these methods can be applied in the Vietnamese context.

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Quantifying vocabulary learning belief and strategy - A validation study of the Vietnamese version of Gu's (2018) vocabulary learning questionnaire

Cited by 3 publications

References 24 publications

Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning

Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning

A Continuous Improvement Instrument for the evaluationof the ergonomics management system in the supply chain

Beyond Memorization

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