The integration of English conversation rooms and chatting to enhance English communication skills for EFL students

Ngo, Thi Cam Thuy; Ha, Yen Nhi

doi:10.54855/ijte.22254

Cited by 4 publications

(6 citation statements)

References 33 publications

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“…The integration of the latest technologies into the educational process contributes to the improvement of students' communication skills in English. For example, using electronic dictionaries enables expanding the vocabulary, reading English-language websites and various publications in the original language, improves grammar knowledge (Ngo & Ha, 2022). Observing the movements of the lips while watching the video improves pronunciation.…”

Section: Discussionmentioning

confidence: 99%

“…Another aspect of integration in language learning is the introduction and widespread use of technology, which has become more intense in connection with the 2020 pandemic (Krotik & Morhun, 2021). For example, the organization of students' ICT-based interaction enables building their foreign language skills in a form that is interesting for them (Masterson, 2020), while developing critical thinking and a creative approach (Ngo & Ha, 2022). ICT also enables the integration of different cultures into the online learning space (Masterson, 2020), as well as the integration of facts obtained through ICT (computers, the Internet, interactive whiteboards, mobile phones, video games, music (Wu & Lambenicio, 2022), artificial intelligence, large data (Li et al, 2022)), language learning (Wu & Lambenicio, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

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Building Foreign Language Competence of Future Philologists Through Integrated Learning

2023

JHETP

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The aim of this study was to identify and evaluate the effect of different aspects of integrated learning on building foreign language competence of future philologists. The research involved a pedagogical experiment with the introduction of integrated learning. The Common European Framework of Reference for Languages (CEFR) was used to determine the impact of this approach on the students' academic performance in English. Besides, the level of foreign language competence was established by using the criteria proposed by O. Bihych. It was found that the integration of the content of the academic subject and a foreign language is more effective in building foreign language competence than the traditional study of a foreign language. However, it has less effect than the integration of linguistic, intercultural and communicative components of foreign language competence, the latest technologies, interactive learning methods, and the integration of online and offline learning. It was established that integrated learning has the highest effect on building a foreign language competence, provided that all its aspects are simultaneously introduced into the educational process.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Building Foreign Language Competence of Future Philologists Through Integrated Learning

2023

JHETP

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“…In comparison to traditional classroom learning, learning via smartphones/mobile applications is, on the one hand, more learner-centered in terms of autonomous and individualized learning. On the other hand, it necessitates responsible and proactive students who wish to enhance their academic performance (Ngo & Ha, 2022). This review paper aims to determine if EFL mobile apps have a major, moderate, or no influence on learners' vocabulary improvement.…”

Section: Previous Studiesmentioning

confidence: 99%

EFL Students' Strategies for Learning Academic Vocabulary with Mobile Phones at Van Lang University in Vietnam

Ngo,

Doan

2023

ijli

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This research has investigated how EFL (English as a Foreign Language) students use mobile applications to learn academic vocabulary in a self-directed and autonomous manner. Forty first-year students at Van Lang University taking part in the research process were divided into experimental (N=18) and control (N=22) groups. The experimental group utilized a mobile app throughout the semester, whereas those in the control group used traditional methods. Three final tests every semester were used to check the participants' newly gained vocabulary knowledge. The findings revealed that the students in both groups could enhance their vocabulary proficiency. Nevertheless, the experimental group achieved better results in all three final tests. Moreover, this group also saved significant time when using the phone to support vocabulary learning, while the control group gave unstable test results. The findings demonstrate the potential of mobile apps for independent academic vocabulary acquisition and provide impacts on EFL vocabulary learning.

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“…An example could be taken from the Faculty of English at Danang University of Foreign Language Studies (FE-UFLS) in particular. According to Ngo and Tran (2021), the last year students at FE-UFLS, Vietnam, had to meet the outcome standards of English language proficiency certificates, considered to be the ), and compiles internal writing materials to develop interactive writing skills for first-year, second-year, and onwards, respectively. This article provides EFL students at FE a more insight into explicit apology strategies and their lexico-grammar realizations of apology utterances.…”

Section: Conclusion and Implications For Teaching And Learningmentioning

confidence: 99%

Direct Direct Apology Strategies and Their Lexicogrammatical Realizations in English Conversations

Ngo

Luu

2022

ijte

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One of the most prevalent speech acts across languages and cultures is apologizing. It plays an important role in conversations which helps maintain social relationships. Many researchers in this field have proposed several apology strategies; however, this article aims to examine the direct apology strategies and the lexicogrammatical realizations of utterances, including apologies in English conversations. This is a descriptive qualitative study that gathered data from conversations extracted from romance and family film scripts. This study was also supported with quantitative information in order to seek the answers to three research questions. The findings show that expression of regret was the most prominent direct apology strategy, which the characters took advantage of in English-language conversations in film scripts. In terms of lexico-grammar, the utterances with the occurrence of sorry and its other realizations appeared most frequently.

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The integration of English conversation rooms and chatting to enhance English communication skills for EFL students

Cited by 4 publications

References 33 publications

Building Foreign Language Competence of Future Philologists Through Integrated Learning

Building Foreign Language Competence of Future Philologists Through Integrated Learning

EFL Students' Strategies for Learning Academic Vocabulary with Mobile Phones at Van Lang University in Vietnam

Direct Direct Apology Strategies and Their Lexicogrammatical Realizations in English Conversations

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