Virtual Presentations


ICT Integration in Teaching English in Vietnam Through the Lens of SAMR Model
Pham Thi To Nhu; Tan Choon Keong; Lee Kean Wah
Powerpoint 2007 presentation GLoCALL-2019.ToNhu.pptx

The purpose of this qualitative study was to understand the level of ICT integration in teaching English in Vietnam through the lens of SAMR (Substitution, Augmentation, Modification and Redefinition model) by Puentedura (2012). In this case study, 4 primary school teachers from 4 different provinces in Vietnam took part in this qualitative study to find out their extent of ICT integration in the process of using ICT in their teaching of speaking skills. Data collected from reflection notes, focus group interviews and observation notes were analysed in terms of different attributes of SAMR model. The results indicated that the level of ICT integration in teaching speaking skills in Vietnam was mostly at the first stage of the SAMR model, i.e. Enhancement stage. The study suggested the recommendations to better the situation.

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The affordances of the flipped classroom approach in EFL teaching
Nguyen Huu Anh Vuong
Powerpoint 2007 slideshow GLoCALL-2019.Nguyen-Huu-Anh-Vuong.ppsx

Recently, flipped classroom approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Viet Nam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances faced by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. Qualitative research design was adopted in the study. Thirty four students majoring in the English language at a university in Viet Nam attended a 10-week flipped grammar class. The instruments included the semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Viet Nam.

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Developing the ability to use technology in education for pre-service English teachers in Vietnam: Why ineffective?
Vincent Pang, Lee Kean Wah, Vo Thi Kim Anh
Powerpoint 2007 presentation GLoCALL-2019.Vincent-Pang.pptx

The paper reports on part of a findings of a case study conducted in a Public University (a pseudonym) in Vietnam. The research adopted the qualitative approach with the in-depth interview as the instrument. Three experienced lecturers who also involved in designing the program and three student teachers were invited for the study. The research revealed that the program was not effective in educating student teachers how to use technology in teaching. Reasons for such inefficiency were the separation of “Technology in education” course from other methodological courses and the implementation of teaching practicum. Integrating technology in the curriculum and a stronger link between theories and practice in teaching practicum are suggested for developing students’ ability to apply technology in education.

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Investigating the best practices in the training to use ICT by teacher trainees within classrooms between two Universities in Malaysia and Vietnam using Vedung's Taxonomy on policy instruments
Alvin Auh Min Han, Dr Tan Choon Keong, Dr Lee Kean Wah
Powerpoint 2007 slideshow GLoCALL-2019.Alvin-Auh-Min-Han.ppsx

This a comparative policy implementation study on how ICT is being implemented in two different Higher learning institutions in Malaysia and Vietnam. The study utilized Vedung's taxonomy on policy instruments to ascertain the best practices perceived and employed by both institutions in order to encourage ICT implementation. The study took into account the points of view of the administrators, lecturers and teacher trainees from both higher learning institutions.

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Discipline specific language learning through a mobile application: a user evaluation of the Excel@English app
Lucas Kohnke
Powerpoint 2007 presentation GLoCALL-2019.Lucas-Kohnke.pptx

In light of the importance of L2 vocabulary acquisition for students’ success in higher education the Excel@English PolyU mobile app was developed and employed at a university in Hong Kong. The app was developed with the aim of providing ESL/EFL students with vocabulary acquisition using an intuitive game-mood design (levels, leader board, social media integration) in which students complete challenges to expand their academic and discipline-specific vocabulary range. This paper will present the results of the effectiveness of Excel@EnglishPolyU (a non-commercial and freely available app) in enhancing students’ retention of discipline-specific vocabulary by analysing pre- and post-tests.

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Facilitating cultural exchange and fostering 21st century skills among non-English majors using Skype in the Classroom
Nguyen Dieu Ngoc, Vilma Badua - Liwan, Mai T. Phuong Thao
Archive (RAR) GLoCALL-2019.Nguyen-Dieu-Ngoc.rar

The presentation reports on the result of using Skype in the Classroom to facilitate cultural exchange and foster 21st-century skills among non-English majors at Posts and Telecommunications Institute of Technology. The WHY, WHAT and HOW will be discussed in the presentation. The Why deals with the reason for the implementation of virtual cultural exchange and for the teaching of 21st-century skills. The What introduces 21st-century skills framework used in this study, Skype in the Classroom platform, and student activities. The How will show the audience the findings of the research after talking about research participants and data collection tools.

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The Use of Youtube to Complete Assignments Among Students
Dr. Pramela Krish
application/ GLoCALL-2019.Pramela-Krish.pptm

YouTube has the potential to be used as an instructional tool in line with current trends of collaboration and social networking in education. This study was conducted to investigate how YouTube helps students in the English Language course to complete their assignments. A total of 60 students participated in this study and the quantitative data was collected via a set of questionnaire while the qualitative data through an interview session with the students. This study revealed that YouTube was very beneficial for these students to complete their assignments. The findings also indicated some of the challenges students faced when using YouTube in completing assignments especially the authenticity of the channels and the need for the instructor’s presence in guiding them. Although most students in this study acknowledged the importance of the YouTube as another medium to complete their assignment, more measures must be taken by the instructors when assignments are set.

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Exploring More Strategies in Mobile App Discussion
Powerpoint 2007 presentation GLoCALL-2019.Chai-Xun-Yu.pptx

The 21st century education advocates providing students with multi-modal learning experiences alongside creating a path to autonomous learning. In this regard, mobile learning, or the M-learning is gaining popularity in the field of education. Today, its use in the area of teaching and learning is actively and widely explored especially in the higher education to encourage learning across contexts, subjects, and time through social and content interaction. The use of mobile apps in English language teaching is largely looking at how it impacts on students’ writing and speaking skills. Limited attention has been given to how the apps, particularly their asynchronous medium can support students’ collaborative learning. This paper examines the communication strategies used by postgraduate students, who are also in-service teachers, using the asynchronous WeChat mobile app for academic problem-solving purposes. It also explores their opinions on the practicality of using the oral asynchronous communication programme for problem-solving activities. This attempt is accomplished by employing a mixed-method approach where a quantitative frequency count of communication strategies used in the WeChat problem-solving activities is cross-referenced with retrospective interviews. The findings shed light on teaching and learning via oral-based asynchronous medium pertaining to the types of tasks and learning objectives to be achieved.

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