Duyệt theo bộ sưu tập Luận văn (Tất cả)
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Using stem robotics program to enhance English speaking skills for the grade 5 students at a primary school in Hanoi / Nguyễn Quang Anh; Supervisor: Assoc.Prof.Dr Ho Ngoc Trung26-05-2025This thesis aims to describe SRP in contexts that were applied in the classroom to facilitate
their speaking skills. The results obtained can pave the way for several implications for
teachers to make better decisions on encouraging their students to learn SRP in contexts
to improve speaking skills. Therefore, the study is aimed at achieving the following
objectives: Firstly, it aims to find out whether the experimental group of grade 5 students
in Dinh Cong Primary School are any better at their speaking skills through using STEM
Robotics Program in contexts than the control group. Secondly, it investigates the
opinions of grade 5 students in Dinh Cong Primary School toward using STEM Robotics
Program in contexts to enhance speaking skills. Thus, the author utilized a sequential
explanatory approach combining qualitative and quantitative techniques. The pre-
speaking test, and post-speaking test, are analyzed qualitatively to glean relevant data.
Quantitative methods are utilized to collect data through exams, questionnaires, and
interviews. Descriptive language is used to convey the results of exams, questionnaires,
and interviews. The analysis is used to examine the elements that have an impact on the
utilization of LEV in the context of boosting speaking skills based on the data obtained
from evaluations, questionnaires, and interviews. The results of this thesis show that the
implementation of using SRP in contexts to improve students’ speaking skills in class A
has yielded a significant improvement compared to students in class B, where no
experimental intervention was conducted. When it comes to the survey questionnaires
and the interview, the students agreed that using SRP in contexts was very helpful and
helped them improve their speaking skills.
Using semantic mapping in teaching vocabulary to first-year non - English majors at a University in Ha Nam / Nguyễn Thị Thu Loan; Supervisor: Dr. Le Phuong Thao26-05-2025Vocabulary acquisition plays a crucial role in effective communication; however,
first-year non-English majors in Vietnam often struggle with vocabulary retention
due to linguistic differences. While semantic mapping has been recognized as a
valuable strategy for vocabulary learning in English as a Foreign Language (EFL)
contexts, limited research has examined its application in Vietnamese higher
education, particularly among non-English majors. Moreover, existing studies
predominantly focus on quantitative outcomes, overlooking learners' perspectives.
This study seeks to bridge this gap by investigating the effectiveness of semantic
mapping in enhancing vocabulary acquisition and retention while exploring students'
perceptions of its use. Employing a quasi-experimental design, the research involved
118 first-year students, divided into an experimental group using semantic mapping
and a control group following conventional vocabulary learning methods. The
findings revealed a significant improvement in vocabulary retention among the
experimental group, with a mean post-test score of 5.98 compared to 5.17 in the
control group. Additionally, students perceived semantic mapping as a beneficial tool
for vocabulary recall and long-term retention, though challenges such as cognitive
overload and time constraints were noted. These findings underscore the pedagogical
value of semantic mapping in EFL instruction and offer insights into its integration
within higher education curricula. Further research is recommended to explore its
broader applicability across diverse learning environments.
Using the think-pair-share (TPS) technique to enhance reading skills of seventh-grade students at a secondary school in Hanoi / Lê Thị Chinh; Supervisor: Assoc.Prof.Dr. Nguyen Dang Suu26-05-2025This study aimed to evaluate the effectiveness of the Think-Pair-Share (TPS) technique in teaching reading skills. It was conducted using Classroom Action Research (CAR) with seventh-grade students at Quang Minh Secondary School during the 2024-2025 academic year. The study involved 24 students and focused on improving their reading skills through the TPS technique. The research was carried out in two cycles, each comprising the stages of planning, acting, observing, and reflecting. Data collection included both quantitative and qualitative methods. The findings demonstrated a significant improvement in students' reading abilities. The average pre-test score was 53.1, which increased to 65 in post-test 1 and further improved to 75.6 in post-test 2. This indicated that student performance in the second cycle surpassed that of the first cycle. Additionally, the percentage of students scoring above 70 increased throughout the study. In the pre-test, only 2 students (8.3%) achieved scores above 70. This number rose to 10 students (41.7%) in post-test 1 and further increased to 21 students (87.5%) in post-test 2. These results suggest that students became more engaged and enthusiastic about reading when the TPS technique was used. Overall, the study demonstrated a steady improvement in students' reading skills from the first to the final session through the implementation of the TPS technique.
An investigation into English idioms related to gender with reference to the Vietnamese equivalents from the perspective of components / Đỗ Kiều Chinh; Supervisor: Le Thi Minh Thao, Ph.D26-05-2025An investigation of idioms related to gender in English and Vietnamese in terms
of structural and semantic components is carried out in the present study.
Componential analysis, describing, comparing and contrasting are regarded as the main
methods used in the current thesis. The findings of the study are concerned with the
similarities and differences between English and Vietnamese idioms related to gender
in terms of (1) structural components and (2) semantic components. In order to collect
the data, a hand search approach of the dictionaries in both languages have been
conducted, which helps to establish a corpus of 91 idioms related to gender in English
and 71 idiom related to gender in Vietnamese. In the present study, a common
theoretical framework on idioms related to gender is applied to both English and
Vietnamese. The structural and semantic components involve three types of idioms
existing in the data: symmetrical, similized, and non-symmetrical (Nguyễn Công Đức
(1995), Hoàng Văn Hành (2008)). The structural components of each idiom type are
realized, described and analyzed according to grammatical rules suggested by Quirk,
Greenbaum, Leech, & Svartvik (1985). The semantic components of each idiom type
involve the motivation degrees (transparent, semi-transparent, semi- opaque, and
opaque) (Fernando & Flavell (1981), Fernando (1996)), the association between the
literal readings and the idiomatic meanings (Langlotz, 2006), and the semantic
composition of component parts (Hoàng Văn Hành, 2008). The findings of the current
study also reveal that most of the idioms in both English and Vietnamese are
analyzable and have meanings that are at least partly motivated. The thesis also
presents the implications for teaching idioms and translation.
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