Hue University Journal of Science: Social Sciences and Humanities

EFL LECTURER’S NEGATIVE EMOTION REGULATION IN THE CLASSROOMS: A CASE STUDY AT A UNIVERSITY IN VIETNAM

Ngô Thị Cẩm Thuỳ — 2024-05-09

EFL university teachers' emotions are directly influenced by students’ behaviours in the classroom. Thus, practicing emotion regulation is considered to support teachers to achieve their professional objectives and effective teaching. In this case study, the negative emotions associated with classroom teaching experienced by an EFL university lecturer due to students’ behaviors were video recorded. Espisodes in which the lecturer expressed anger, irritation, disspointment and negative emotions were analyzed, followed by the recalled reflections by the EFL lecturer via stimulated recall interview and journal writing. The findings indicate the EFL lecturer's negative emotions came from student-related factors such as lack of discipline or engagement in the lessons. For emotion regulation, it was found that the lecturer applied cognitive awareness in applying the attention direction strategy and the appraisal strategy to address the negative emotions while teaching. From the findings, implications are put forward for EFL lecturers to regulate their negative emotions for better English language teaching.

EFL Learner Engagement in Gamified Formative Assessment: A Perception Study on Quizziz

Thi Linh Giang Hoang — 2024-05-09

Among several technological applications in education, Quizizz is an increasingly popular gamification platform to deliver tests and e-quizzes in different teaching contexts. Although the use of gamification tools is believed to enhance students’ motivation and engagement in academic activities, there is not ample empirical evidence to confirm their benefits for learning. The discussion about how gamified assessments via online platforms influence teaching and learning has not been profoundly theorized either. The current research is an attempt to explore Vietnamese university students’ perceptions of the impacts of gamified formative tests on Quizizz by adopting the tripartite framework of affective, behavioral, and cognitive engagement. The sample includes 54 English-majored students who were taking a course in designing tests for young language learners. Based on a questionnaire and semi-structured interviews, the current research found students’ highly positive perceived affective engagement in Quizizz-based formative tests. Their self-report active participation in the e-quizzes and follow-up teacher/peer feedback sessions demonstrated high levels of behavioral engagement. Students were, however, slightly less in agreement with the benefits of Quizizz in enhancing their self-monitoring and critical thinking skills. Some reservations remain about technical problems during quiz administration and the use of scores in Quizizz gamified tests for summative assessment purposes. The findings inform pedagogical implications about the use of gamified platforms to better engage students affectively, behaviourally, and cognitively.

Teaching for intercultural communicative competence in Vietnamese EFL classes of tourism majors

Thu Trang Tran — 2024-05-09

The study explores the Vietnamese EFL teachers’ practices and their beliefs about intercultural communicative competence (ICC) for tourism majors. Fifteen observations made to ten teachers were conducted in their English for Tourism Purposes (ETP) classes at three institutes in Central Vietnam. The teachers were then interviewed in a semi-structured format to examine the beliefs underlying their ICC teaching practices. The findings showed that the teacher’s practices focused on language skills and tourism-related knowledge. Their teaching of ICC was treated as a minor goal, but when they taught ICC, they emphasized the linguistic, cognitive and behavioural facets over others. Their practices were led by their beliefs in the importance of preparing students for their course assessment and future occupations. The study provides important implications for ICC education in the tourism domain.

The Vietnamese community in Poland: An Investigation of Social Capital

Nguyen Huu An — 2024-05-09

Unlike previous migration studies that extensively concerned the adaptation issue, this study is devoted to focusing on the social bases, investigating the configuration of the social capital of the Vietnamese community in Poland. It mainly concerns two main components of social capital: social networks and social trust. The data for empirical analyses in this study are employed from a research project examining the integration of the Vietnamese into the political sphere in Polish society. The project applies a mixed-research method design to collect quantitative data through an original social survey with 347 respondents and qualitative data from 15 semi-structured interviews. The findings reveal the social capital of the Vietnamese in Poland with a striking characteristic of a high level of bonding ties, primarily relying on close ties such as family or ethnic organizations to seek support and placing a very high level of confidence in family members. Nevertheless, this study also uncovers the accumulation of bridging social capital through developing out-group contacts and participating in cross-ethnic associations among the Vietnamese. The results of this study have significant implications for understanding the attachment tendency of the Vietnamese in Polish society.

ROLE DEVELOPMENT IN ONLINE EFL LISTENING CLASSES: A CASE STUDY IN HIGHER EDUCATION

Anh Hong Pham — 2024-05-09

Roles of the teacher and students in online language classes have been a well-researched area yielding various insights into the potential of online technologies and the need for a consideration of re-defining classroom roles. Drawing on a case study, for particularities, this paper aims to investigate the development of classroom roles in an EFL Listening class integrating online technologies at a university. Teacher and student interviews and Zoom class observations were used as instruments for data collection. Findings from qualitative data analysis showed two major issues. First, there was a critical development of the teacher’s roles and her students’ roles over a semester of Listening instruction totally drawing on online technologies. Second, online technologies helped enable the development of roles, which otherwise was impossible. Among discussion issues, an argument that can be raised concerns the relationship between role and identity. The paper implies a need for re-defining classroom roles in higher education.

On the reception and development of the Zhuzi School in Korea during the mid-early modern period: An understanding of Zhu Xi through Seongnihak

Hà Dương Xuân Ngọc — 2024-05-09

The Zhuzi School (The Cheng-Zhu School) is a Confucian movement that emerged and flourished in China during the Song Dynasty. This intellectual movement contributed to strengthening the official position of Confucianism in the history of Chinese philosophy and spreading its influence to East Asian countries. In the open atmosphere of Sinology at that time, the scholarly spirit of great master Zhu Xi was absorbed, interpreted, and flexibly applied by indigenous Confucians in the regional countries according to their ideological identity. In this paper, the authors have based on the research methodology of historical materialism and diffusionism, as well as appropriately applied research methods such as comparison, analysis and synthesis, logic and history, abstraction, and generalization to analyze and interpret how the original Zhuzi School was received, developed and localized into the so-called Seongnihak in Korea during the Middle - early Modern period. The results of this study prove that from the perspective of East Asian civilization, Neo-Confucianism is not One but Many.

Using Machine Translation in English-Vietnamese Translation: Perspectives from English- Vietnamese translation major students

Trần Thị Thảo Phương — 2024-05-09

This qualitative research, involving 15 English-Vietnamese translation majors, utilizes interviews to delve into how students use Machine Translation (MT) tools. The study offers practical insights and reflections on current translation training trends. It exams various MT tools, underlining the importance of a thoughtful approach in training programs. While Google Translate remains prevalent, exploration of alternatives like ChatGPT reveals a changing tech landscape necessitating a delicate tool balance. Benefits encompass efficient handling of extensive texts and novel translation approaches. However, a critical perspective underscores the need for nuanced language understanding to prevent oversimplification of translation. Challenges, including idiomatic expressions and tool limitations, emphasize the role of training programs in addressing issues, educating users, and enhancing tools. In conclusion, the research advocates for an educational shift, urging programs to foster critical thinking. Challenges articulated by students can serve as a guide for collaborations between academia and industry, better preparing students for the evolving tech landscape.

EFL TEACHING PRACTICES UNDER THE WASHBACK OF HIGH-STAKES TESTS: WHAT ASPECTS ARE AFFECTED?

Chi Tong Thi Lan — 2024-05-09

Abstract: Washback, or the effects of tests on learning and teaching, is one of the important test qualities (Bachman & Palmer, 1996). There have been a number of empirical studies on washback of different tests on different stakeholders and their actions under the test use such as those by Cheng (1997), Brown (1997), Shih (2009), Pizarro (2010), Nguyen (2017), McKinley & Thompson (2018), Xu & Liu (2018), to name but a few. The results of such studies have shown washback of different tests vary in terms of mechanism, direction, and intensity to teaching and learning. This study focuses on exploring the washback of the high-stakes English tests in the Vietnamese National High School Graduation Exam on the teaching of EFL high school teachers. There were six teachers, who were teaching English to students at grade 12 in the research site of Buon Ma Thuot City (Dalak Province, Vietnam) purposefully selected for the study. As a case study, the research employed was a two-phase explanatory design with the use of a questionnaire and follow-up interviews. The findings reveal that various aspects of teaching, such as the teachers ‘choices of textbook coverage, time allotment for teaching content, provision of extracurricular content, in-class assessment tasks, their choices of teaching methods, application of new teaching techniques, choices of classroom organization and language for instructions were affected by the high—stakes English tests. In addition, the study discloses the unique teacher factors of the participants in the study under the influences of the tests.

Academic self-efficacy and academic satisfaction among Hue University students

Thị Trúc Quỳnh Hồ — 2024-05-09

This study aims to investigate the level of academic self-efficacy, the level of academic satisfaction, and the relationship between academic self-efficacy and academic satisfaction among Hue University students. A total of 771 students participated in the questionnaires about academic self-efficacy and academic satisfaction. Descriptive statistics, correlation analysis, and One-way ANOVA were performed to answer three research questions. Research results indicate that students have moderate levels of academic self-efficacy and are basically academically satisfied. Academic self-efficacy is positively correlated with academic satisfaction. The findings of the study have certain theoretical and practical implications.