Relevant bibliographies by topics / Hanoi Foreign Languages College

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Hanoi Foreign Languages College'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Hanoi Foreign Languages College"

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JURASEK, RICHARD. "Integrating Foreign Languages into the College Curriculum." Modern Language Journal 72, no. 1 (March 1988): 52–58. http://dx.doi.org/10.1111/j.1540-4781.1988.tb04170.x.

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Calderon-Young, Estelita. "TECHNOLOGY FOR TEACHING FOREIGN LANGUAGES AMONG COMMUNITY COLLEGE STUDENTS." Community College Journal of Research and Practice 23, no. 2 (February 1999): 161–69. http://dx.doi.org/10.1080/106689299264981.

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Bailey, Phillip, Anthony J. Onwuegbuzie, and Christine E. Daley. "Anxiety about Foreign Language among Students in French, Spanish, and German Classes." Psychological Reports 82, no. 3 (June 1998): 1007–10. http://dx.doi.org/10.2466/pr0.1998.82.3.1007.

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The purpose of this study was to investigate whether anxiety reported by students while studying foreign language courses in college was similar for 253 college students from a variety of disciplinary backgrounds, who were enrolled in either Spanish, French, or German classes. Analysis indicated no difference in anxiety about foreign languages among students in the three classes. In addition, a moderate negative relationship was found between anxiety about learning a foreign language and achievement for all three classes. Recommendations for research are made, including investigating anxiety about other foreign languages.
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Ovchinnikova, I. V. "TEACHING AUDITING IN ENGLISH LANGUAGE OF COLLEGE STUDENTS ON THE BASIS OF YAMAL." EurasianUnionScientists 3, no. 6(75) (July 21, 2020): 33–37. http://dx.doi.org/10.31618/esu.2413-9335.2020.3.75.835.

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Nguyen, Hanh Thu. "Silence is Gold?: A Study on Students’ Silence in EFL Classrooms." International Journal of Higher Education 9, no. 4 (June 1, 2020): 153. http://dx.doi.org/10.5430/ijhe.v9n4p153.

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The current paper explores the silent behavior of students within EFL classrooms. It investigates reasons behind students’ in-class silence, or lack of verbal participation, and then puts forwards several suggested solutions for more effective in-class conversation. The population for this study consists of 85 English-major students at a university of foreign languages in Hanoi, Vietnam and the data are collected via questionnaire and semi-structured interview. The findings indicate various causes of students’ classroom silence: personal and impersonal, linguistic and psychological factors such as students’ personality and language proficiency, teachers’ methodology, lesson contents, and class cooperation. Together with the theoretical discussion, the empirical evidence revealed by this study can perhaps help applied linguistics practitioners/ teachers gain more heightened awareness and deeper understanding of students’ silent behavior. The current study purposefully targets at enhancing both the English teaching and learning efficiency at this foreign-language university.
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Al - Noori, Bushra Saadoon. "Teaching English as a Foreign Language in Iraq." Iraqi Administrative Sciences Journal 2, no. 4 (December 30, 2018): 409–46. http://dx.doi.org/10.33013/iqasj.v2n4y2018.pp409-446.

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Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.
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Soboļeva, Diāna, and Inta Madžule. "TEACHING FOREIGN LANGUAGES FOR SPECIFIC PURPOSES: CHALLENGES, PROBLEMS AND SOLUTIONS." BORDER SECURITY AND MANAGEMENT 2, no. 7 (July 5, 2018): 135. http://dx.doi.org/10.17770/bsm.v2i7.3480.

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Teaching a foreign language for specific purposes concentrates on the specific needs of the learners, focusing more on language in context and on the course participants` need to acquire a set of professional skills and particular job-related functions. The process of teaching foreign languages in a professional higher education institution is a unique and differs in many aspects, it is directed and addresses immediate and very specific needs, moreover the trend of educational paradigm nowadays is the competency building approach which in turn involves the development of learners` ability to apply existing knowledge and skills in order to solve specific practical work –related problems. The paper is the result of personal professional teaching experience as well as it contains theoretical analysis of teaching foreign language for specific purposes as well as authors reveal the current challenges that teachers encounter in the process of teaching language for specific purposes in the State Border Guard College of the Republic of Latvia.
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Yang, Xinxiao, and Dianbing Chen. "Two Barriers to Teaching Culture in Foreign Language Classroom." Theory and Practice in Language Studies 6, no. 5 (May 17, 2016): 1128. http://dx.doi.org/10.17507/tpls.0605.29.

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The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Department at a university through document mining, classroom observations, and interviews of language instructors who taught various foreign languages. Findings revealed two profound barriers, 1) instructors’ beliefs and attitudes, and 2) the lack of professional development opportunities in learning strategies on weaving culture teaching, in foreign language classrooms at the college-level.
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Pei, Zhengwei, Yidi Wu, Xiaocui Xiang, and Huimin Qian. "The Effects of Musical Aptitude and Musical Training on Phonological Production in Foreign Languages." English Language Teaching 9, no. 6 (May 3, 2016): 19. http://dx.doi.org/10.5539/elt.v9n6p19.

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<p>This study investigates 128 Chinese college students to examine the effects of their musical aptitude and musical training on phonological production in four foreign languages. Results show that musically-trained students remarkably possessed stronger musical aptitude than those without musical training and performed better than their counterpart in foreign language suprasegmental production. Students of high musical aptitude performed significantly better in suprasegmental production and Russian production as compared with those of low musical aptitude. Musical aptitude could exert some effects on foreign language phonological production. With the music-phonology link confirmed in this study, pedagogical implications for teaching and learning of foreign language phonology are discussed.</p>
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Qureshi, Bashir. "Book Reviews : Vietnamese Medicine and it's options by Vu Can. Published by Foreign Languages Publishing House — Hanoi, 1984. Paperback. Pp. 64." Journal of the Royal Society of Health 106, no. 3 (June 1986): 110. http://dx.doi.org/10.1177/146642408610600319.

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Dissertations / Theses on the topic "Hanoi Foreign Languages College"

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Loan, Nguyen Kim, and n/a. "Listening comprehension tests for intermediate students at Hanoi Foreign Languages College." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.141820.

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In Vietnam today there is an urgent demand for well-designed tests of listening comprehension. Little attention has been given to this problem. This field study is intended to provide guidance on the design of listening comprehension tests and in particular for intermediate level students at the Hanoi Foreign Language College (HFLC). The Field Study Report consists of six chapters. Chapter One gives a brief introduction which covers the problem, aims, subjects (testees) and the background of the Field Study Report. Chapter Two deals with the purposes of testing in some detail, setting this in the framework of the teaching-testing link, teachers and testing, and students and testing. Test characteristics are considered and the problem of sampling for test content is addressed. Chapter Three concerns test items for listening comprehension. The chapter begins with a short description of listening comprehension and is followed by a survey of theorists on listening comprehension together with the test items for listening that they suggest. Some commonly-used standardised tests and their listening items are discussed. The chapter ends with a checklist of selected listening items suitable for students at HFLC in Vietnam. Chapter Four discusses the designing and trialling of test items for listening comprehension, such as multiple choice, completion of a taped talk, matching pictures with statements etc. The chapter presents the results of the trialling of sample items and also deals with correlations between the sample tests used. Chapter Five deals with test design and development in general. It clarifies the bases for test design and provides a checklist of steps in the development of tests. In addition, the chapter includes a resources inventory for listening test items. Chapter Six presents the conclusions of the Field Study Report.
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Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.

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The English language occupied a specially important status in the increasing development of science, technology, culture and international relations in Vietnam, which has resulted in a growing demand for English Language Teaching (ELT) all over the country. The Hanoi Foreign Languages Teachers' Training College in general and its Department of English in particular plays a very important role in this by producing as many teachers of English as possible for high schools as well as for other Colleges and Universities in Vietnam as a whole. Unfortunately, ELT in Vietnam is still far from satisfactory. There exists a common problem of communicative competence in Vietnamese students, even in Vietnamese teachers of English. ELT at HFLTTC is taken to illustrate the fact that even after five years' training, graduates remain deficient in the ability of language use as well as understanding its use in normal communication. This being the case, how can they carry out effectively the teaching of English to high school pupils or students at other institutions? In this situation, we need to take a serious look at ELT in the Department of English at the HFLTTC so as to suggest suitable materials and methods which will enable the Institution to function more effectively. This project makes an exploratory study of the problem. To provide a context for the study, the background to ELT in the Department of English is reviewed. This is followed by a detailed description of different approaches used in ELT with the reference to the actual activities of teaching and learning in the Department of English. A special emphasis is placed on the difference between conventional approaches and the currently influential one - The Functional- Notional-Approach to language teaching and learning. The basic notions of this approach will be covered and also different categories of functions and categories of situations which the students of English often encounter in using English. Different techniques of teaching functional spoken English will be suggested with an aim to improving the teaching of spoken English in the above-mentioned setting. It is hoped that this project may become a contribution to solving some of the existing problems of inadequate communicative competence of Vietnamese students of English and to teaching and learning English with effective communication skills in the Department of English at the HFLTTC.
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Bong, Nguyen Thi, and n/a. "Communication in teaching speaking skills at the Hanoi Foreign Languages Teachers Trainin College." University of Canberra. Teachinf English to Speakers of other Languages, 1988. http://erl.canberra.edu.au./public/adt-AUC20060608.151436.

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In recent years, English has become a compulsory subject in schools and many tertiary institutions of Vietnam. The need to train teachers of English is greater than ever before. However, in the Hanoi Foreign Languages Teachers Training College (HFLTTC), English language teaching in general and the teaching of oral skills in particular leave much room for improvement. The students' oral proficiency is far from satisfactory. This problem has inspired the writing of this study report as an attempt to search for an appropriate method to improve the students' communicative competence. The study consists of four chapters. Chapter one will overview some English Language Teaching (ELT) methods in relation to teaching spoken English and their application in Vietnam. Chapter two will consider the context of the HFLTTC where teaching and learning are carried out with a view to identifying an appropriate approach to the problem. Chapter three will outline communicative competence as an objective of the ELT and discuss principles of the communicative approach to attain the objective, and suggest teaching material through which the principles can be applied. Chapter four will recommend the classroom techniques which may improve the students' oral proficiency. This study report should be regarded as an attempt to apply the communicative approach to teaching oral skills to students in the context of Vietnam.
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Pham, Khai Hoan, and n/a. "Psychological and cultural factors related to methodologies to Hanoi Foreign Languages Teachers' College students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121143.

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With the increasing contact between Vietnam and English speaking countries and the growing demand for foreign language professionals in the last decades, the teaching of foreign languages, especially English, has gained considerable prominence in Vietnamese education. However, English has been taught in Vietnam for a relatively short time, there are significant deficiencies in this area. If these deficiencies are to be addressed then methodology is a crucial variable worthy of examination. Many of the EFL teaching (Teaching English as a Foreign Language) methods developed in the last twenty years are unfamiliar to a great number of the Vietnamese teachers, although they may be introduced to Vietnam in the near future. In this study a historical overview of language teaching development is provided. Since language teaching methods are products of Western experience, a scrutiny of their relevance to the Vietnamese teaching situation is necessary. In particular it is important to focus on the psychological and cultural appropriateness of different methods to the Vietnamese settings. A number of most crucial psychological issues such as the learner's motivation, aptitude, personality and learning style are discussed together with some social and cultural influences which may affect the learner's psychological attributes, The study also provides a specific investigation of the psychological attributes of Vietnamese students and a number of cultural problems faced by this type of learners in their English learning process. Finally some practical, though tentative, suggestions are made in the hops that more and more Vietnamese teachers of English will respond to the problem of teaching methodology and search for ways to bring about effective learning.
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Tran, Thi Lang, and n/a. "Towards an appropriate syllabus for the first year students at Hanoi Foreign Languages Teachers' College." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060815.142225.

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This field study is aimed at establishing criteria for an appropriate syllabus for the first-year students of English at the Hanoi Foreign Languages Teachers' College. Following an overview of the past and present English language teaching in North Vietnam and at the Hanoi Foreign Languages Teachers' College, the students and their learning problems are analyzed with a view to determining student needs. Such needs should be taken into account when selecting appropriate syllabus content. The relative advantages and disadvantages of language syllabus and teaching methods are discussed. The types of syllabus analyzed are : the structural syllabus, the situational syllabus, and the functional syllabus. The methods considered are:the grammar translation method, the direct method, the audio-lingual method and the communicative approach. The study next identifies the constraints in designing the first year syllabus for the Hanoi Foreign Languages Teachers' College. The things to be considered are the desired qualifications of the language teacher and the program for teacher-training at the college. At the same time, the first year students of English are studied in terms of previous learning experience and motivation. The next stage brings together institutional needs and methodological options in a discussion of an appropriate syllabus for the first year. 1 . The syllabus aims and objectives : that is, the production of proficiency in the four language skills, especially the oral skills of speaking and listening. 2. The syllabus content : the general principles as well as the actual selection of various functions and topics. 3. The method : examination of an eclectic method and the teacher's roles in the classroom as well as the guidelines for more effective teaching. 4. Evaluation: the functions of and the techniques for evaluation. A sample of a language unit of the syllabus follows the discussion of constraints. After a general discussion of the teaching of each of the four skills, the study comes to some of the techniques for developing the oral skills of speaking and listening, the main objectives of the first year syllabus. It is intended that this field study will contribute a small part to the growing understanding of the syllabus design which, for a long time, has been so controversal an issue at the Hanoi Foreign Languages Teachers' College.
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Pham, Minh Cuong, and n/a. "Towards a syllabus in teaching English pronunciation to Vietnamese students in Hanoi Foreign Languages College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060704.101218.

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English has been taught in Vietnam for about forty years and the number of English learners increases every year. Whatever the course of teaching English may be, the teaching of pronunciation is always a beginning part of it. The materials used in teaching pronunciation vary from schools to colleges, but the way of teaching is always the same. It means that students have to imitate what the teachers have pronounced with a very simple explanation of how to pronounce it. This causes great problems, because not all teachers have correct pronunciation and not all students can imitate the teachers in the right way. At the Hanoi Foreign Languages College, students are trained to be teachers of English. They not only need to have correct pronunciation, but also need to know how to pronounce sounds. In order to teach pronunciation effectively, they need to have a certain knowledge of phonetics and know the difference and similarity between the sound systems of English and Vietnamese. To help awareness of the necessity of good pronunciation and the present problems associated with teaching it, this report: a/ points out the importance of teaching English pronunciation in teaching English; b/ gives an overview of English teaching in general and the teaching of pronunciation in particular. To improve the teaching of pronunciation at the Hanoi Foreign Languages College, this report: c/ makes a comparison between sound systems of English and Vietnamese; d/ proposes material for the teaching of pronunciation for the Vietnamese students of the Hanoi Foreign Languages College, bearing in mind the context of the Vietnamese teaching and learning situation. It is hoped that this report will be of practical use: for teachers and students in the Hanoi Foreign Languages College.
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Nguyen, Huy Hieu, and n/a. "The place of translation and interpretation in a five-year English course at the Hanoi College of Foreign Languages." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060724.093227.

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In order to raise the standard of teaching and learning translation and interpretation, one of the essential points is to understand the fundamental issues of the theory of translation and interpretation as well as the qualities expected of translators and interpreters. Therefore, this Field Study Report attempts to review some of the literature available on these questions and make a survey of various translator and/or interpreter training courses outside Vietnam. Then, based upon the implications given by these theoretical issues and the findings from the survey of these courses, this Field Study Report tentatively suggests ways to raise the standard of teaching translation and interpretation at the Hanoi College of Foreign Languages. Accordingly, the context of the Vietnamese situation is always kept in view throughout these discussions.
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Hoang, Cong Thuy, and n/a. "Teaching reading to E.F.L. (English as a foreign language) Vietnamese students at the Hanoi Foreign Language Teachers College (HNFLTC)." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.144404.

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Chapter 1 introduces the aims and objectives of the study. It is followed by an analysis of the present situation at the Hanoi Foreign Language Teachers College and the problems encountered by teachers and administrators in ensuring the maximum efficiency of the EFL programme. The Report continues by asking a number of pertinent questions about the methodology and techniques used in the teaching of reading. This, in turn, is linked with theoretical considerations which the writer examines at some length taking into account numerous issues about language processing, cognition, expectation and motivation, comprehending, discourse analysis, text cohesion and so on. Attention is then focused on the reader and the environment in which he operates. In addition the reading lesson comes under scrutiny and procedures, as well as material selection and teaching systems are discussed. Finally the writer attempts to make suggestions to his colleagues in the EFL field based on his own experience and convictions.
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Hong, Le Thi, and n/a. "Towards a syllabus for teaching reading comprehension to Vietnamese students of interpreting and translating at the Hanoi Foreign Languages College." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060725.161311.

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Much research on reading comprehension has been done with native readers in mind; however, this study deals with reading comprehension problems for non-native readers - Vietnamese students of English. The study begins with a description of the interpreters and translators training at the Hanoi Foreign Languages College. Based on the aims and objectives of the training course the study emphasises the importance of teaching reading skills to Vietnamese interpreter and translator students in the first, second and third year. To deal with this problem, the study overviews relevant theoretical issues of reading skills presented in current literature with the purpose of relating these to the realities of teaching reading in a particular context in Vietnam. The study then looks at the main problems of teaching reading skills in the English Interpreter Department at the Hanoi Foreign Languages College. Focus has been placed on the analysis of some difficulties encountered by Vietnamese students reading English in an attempt to answer the pertinent question 'Why is it difficult for Vietnamese students to read English?' Consequently, the study considers ways in which the teaching of reading skills to Vietnamese students of interpreting and translating may be improved. The study is also concerned with the selection and development of materials and then proposes a reading syllabus in order to promote more rapid and efficient progress in the teaching of reading skills. Finally, the writer makes some suggestions about how to improve the situation of teaching reading to her colleagues in the EFL area based on her own teaching experience.
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Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.

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This study examines the problems of constructing and administering a test of spoken English for Vietnamese EFL teacher-trainees. In an attempt to standardize the assessment, a planned oral interview was pilottested with a group of ten Vietnamese EFL teachers currently enrolled in a Graduate Diploma Course in TESOL at the Canberra College of Advanced Education, Australia. Results of the study indicate that the validity and reliability of such measurement can be achieved if certain carefully outlined procedures in planning the test and training the testers are carefully followed. Given the close relationship between testing and teaching, it is suggested in this study that there could be an improvement in the teaching of spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time allocated to testing oral proficiency in the curriculum was increased, (ii) Vietnamese EFL teachers were provided with formal training in language test construction, and (iii) research on EFL oral testing was encouraged. Further, this study recommends co-operation between TEFL institutions in Vietnam to develop standard instruments for the assessment of spoken English of EFL teacher-trainees on a national level.
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Books on the topic "Hanoi Foreign Languages College"

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Toward useful program evaluation in college foreign language education. Hawai'i: National Foreign Language Resourcce Center, 2009.

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American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs, ed. Principles and practices of the standards in college foreign language education. Boston: Heinle Cengage Learning, 2011.

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DeGalan, Julie. Great jobs for foreign language majors. Lincolnwood, Ill: VGM Career Horizons, 1994.

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DeGalan, Julie. Great jobs for foreign language majors. 2nd ed. Lincolnwood (Chicago), Ill: VGM Career Books, 2001.

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Helms, Robin Matross. Inhabiting the borders: Foreign language faculty in American colleges and universities. New York, NY: Routledge, 2005.

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Helms, Robin Matross. Inhabiting the borders: Foreign language faculty in American colleges and universities. New York, NY: Routledge, 2004.

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I͡Ubileĭna, nauchna sesii͡a "10 godini Fakultet za chuzhdestranni studenti" (1989 Ruse Bulgaria). I͡Ubileĭna nauchna sesii͡a "10 godini Fakultet za chuzhdestranni studenti". Ruse: Visshe tekhn. uchilishte "Angel Kŭnchev"--Ruse, Fakultet za chuzhdestranni studenti, 1989.

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Pica, Teresa. Teaching matters: Skills and strategies for international teaching assistants. New York: Newbury House, 1990.

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Pica, Teresa. Teaching matters: Skills and strategies for international teaching assistants. Boston, MA: Heinle & Heinle, 1990.

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Idiomaticity in the basic writing of American English: Formulas and idioms in the writing of multilingual and Creole-speaking community college students in Hawaii. New York: P. Lang, 1996.

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Book chapters on the topic "Hanoi Foreign Languages College"

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Franklin, Laura. "World Languages in the American Community College." In Foreign Language Education in America, 140–50. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_7.

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Xuefeng, Feng, and Jiang Lu. "22 Galvanizing reforms to foreign languages on the college entrance examination." In 2015, 267–80. De Gruyter, 2021. http://dx.doi.org/10.1515/9783110711790-022.

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Yang, Pei-Ling. "English Journal Writing on Moodle for EFL College Learners." In Language Learning and Literacy, 191–210. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch010.

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The present study is to explore the effect of Moodle English journal writing for general purposes on language learners' writing performance, conjunction preferences and English self-efficacy. Self-efficacy, claimed by a large number of researchers, has a direct and powerful influence on learners' academic accomplishments. However, there is little research on enhancing the level of English self-efficacy and writing performance through keeping E-journals, particularly in an EFL context where the learners develop both native and foreign languages and cultures. Multiculturalism should be taken into consideration before language curricula are designed. The participants, in the study, 40 non-English-majored college students in Taiwan, were required to keep a journal through Moodle. The findings of the study reveal that the participants' general perceived English abilities and writing confidence were enhanced after their efforts on Moodle E-journal writing. From the pieces of writing, they present both characteristics of the native and target languages and cultures.
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Yang, Pei-Ling. "English Journal Writing on Moodle for EFL College Learners." In Multiculturalism and Technology-Enhanced Language Learning, 13–32. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1882-2.ch002.

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The present study is to explore the effect of Moodle English journal writing for general purposes on language learners' writing performance, conjunction preferences and English self-efficacy. Self-efficacy, claimed by a large number of researchers, has a direct and powerful influence on learners' academic accomplishments. However, there is little research on enhancing the level of English self-efficacy and writing performance through keeping E-journals, particularly in an EFL context where the learners develop both native and foreign languages and cultures. Multiculturalism should be taken into consideration before language curricula are designed. The participants, in the study, 40 non-English-majored college students in Taiwan, were required to keep a journal through Moodle. The findings of the study reveal that the participants' general perceived English abilities and writing confidence were enhanced after their efforts on Moodle E-journal writing. From the pieces of writing, they present both characteristics of the native and target languages and cultures.
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Cárdenas Sánchez, Silvia Elizabeth, and Ximena Elizabeth Naranjo Lozada. "Writing performance in EFL at a college level using peer editing." In Understanding EFL students’ learning through classroom research: Experiences of teacher-researchers, 75–95. Editorial UTMACH, 2020. http://dx.doi.org/10.48190/9789942241375.4.

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Today, people are learning more and more languages for different reasons. To learn a language includes the development of all the skills in order to comprehend oral and written material. English, which is a universal language, is one of those languages, and it is used in different fields to promote communication. Thus, this paper focuses on one of the most important skills, which is writing. In a setting where English is taught as a Foreign Language (EFL), it is essential to learn how to write correctly following the language standards. With this in mind, the following research is framed in a context where college students developed the writing skill through paragraphs and peer correction. Students were instructed in different writing topics and peer correction.
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Madden, Oneil N., and Anne-Laure Foucher. "Understanding the complexities associated with conceptualising pedagogical scenarios for online multimodal interaction between two languages and cultures." In CALL and complexity – short papers from EUROCALL 2019, 263–69. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1020.

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The complexity surrounding the design of collaborative pedagogical scenarios can allow foreign language learners to develop intercultural and linguistic skills; however, careful consideration must be given when conceptualising telecollaborative projects. Many research studies have been conducted which led to significant discoveries, but only few studies examine the intricacies of developing pedagogical scenarios for online multimodal interaction and the outcomes of these complexities. This paper reports on a Franco-Jamaican telecollaborative project, ClerKing, which took place in two phases between Applied Foreign Languages (AFL) students of English from University Clermont Auvergne (UCA), France, and Modern Languages students of French from Shortwood Teachers’ College (STC), Jamaica. Each phase had a different pedagogical scenario, with the first being restricted and the second being more open. Using the exploratory method, various parameters of online pedagogical scenarios were identified and examined with varying degrees of granularity. Preliminary findings show that a less restricted and more flexible pedagogical scenario allowed for students to develop language and intercultural competencies, while strengthening negotiation skills.
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Li, Bailu, Sijia Yao, and Wei Hong. "Beginning Chinese as a Foreign Language Online Course Design." In Advances in Educational Technologies and Instructional Design, 104–42. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch006.

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The explosive worldwide growth of the internet inspired the initial emergence and further implementation of distance teaching and learning in a multitude of areas, including languages (Harasim, 2000; Holmberg et al., 2005; White, 2003, 2006; Blake & Delforge, 2007; Hampel & de los Arcos, 2013). The change from the traditional classroom environment to a more diversified and flexible distance setting has been embraced by many educators, administrators, and students, yet it has also generated doubt and resistance from others. Students may potentially benefit from more efficient uses of multimedia resources with increased critical thinking, communication, and problem-solving skills (Tricker et al., 2001; Felix, 2002; Spangle, Hodne & Schierling, 2002; Levy & Stockwell, 2006). Meanwhile, critics also highlight the potential drawbacks for distance learning students, including isolation from peers, lack of engagement, and insufficient technical support (Shield 2000; Muilenburg and Berge, 2005; Simonson et al., 2009; Berge 1999; Hara and Kling 2000; Bower, 2001; Wang & Chen 2013). This chapter concerns the ways in which distance online learning content can be designed and developed through the utilization of multimedia and cultural-enriched materials for first-year-level College Chinese Foreign Language (CFL) courses. Discussions about employing virtual interaction, including student-content, student-instructor, and student-student interaction in course design and course design development. The chapter will end with discussions of the current challenges and new directions for a better practice of teaching and learning of Chinese language courses at a distance.
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Li, Bailu, Sijia Yao, and Wei Hong. "Beginning Chinese as a Foreign Language Online Course Design." In Computer-Assisted Language Learning, 2107–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch101.

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The explosive worldwide growth of the internet inspired the initial emergence and further implementation of distance teaching and learning in a multitude of areas, including languages (Harasim, 2000; Holmberg et al., 2005; White, 2003, 2006; Blake & Delforge, 2007; Hampel & de los Arcos, 2013). The change from the traditional classroom environment to a more diversified and flexible distance setting has been embraced by many educators, administrators, and students, yet it has also generated doubt and resistance from others. Students may potentially benefit from more efficient uses of multimedia resources with increased critical thinking, communication, and problem-solving skills (Tricker et al., 2001; Felix, 2002; Spangle, Hodne & Schierling, 2002; Levy & Stockwell, 2006). Meanwhile, critics also highlight the potential drawbacks for distance learning students, including isolation from peers, lack of engagement, and insufficient technical support (Shield 2000; Muilenburg and Berge, 2005; Simonson et al., 2009; Berge 1999; Hara and Kling 2000; Bower, 2001; Wang & Chen 2013). This chapter concerns the ways in which distance online learning content can be designed and developed through the utilization of multimedia and cultural-enriched materials for first-year-level College Chinese Foreign Language (CFL) courses. Discussions about employing virtual interaction, including student-content, student-instructor, and student-student interaction in course design and course design development. The chapter will end with discussions of the current challenges and new directions for a better practice of teaching and learning of Chinese language courses at a distance.
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Madden, Oneil, and Anne-Laure Foucher. "Connecting cultures and participation through WhatsApp: assessing students’ perception in the ClerKing telecollaborative project." In CALL for widening participation: short papers from EUROCALL 2020, 201–7. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1189.

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Mobile Instant Messaging (MIM) has become very trendy in the field of language learning; however, while there are many studies that include WhatsApp, used here to connect cultures and/or widen participation, very few articulate how students view it or its impact in acquiring and developing linguistic, cultural, and intercultural competencies. This paper reports on ClerKing, a Franco-Jamaican telecollaborative project, which occurred in two phases between Applied Foreign Languages (AFL) students from University Clermont Auvergne (UCA), France, and Modern Languages students of French from Shortwood Teachers’ College (STC), Jamaica. WhatsApp was used in both phases. Using the exploratory approach, this study seeks to provide insight into students’ perception of the use of WhatsApp in the project, as well as possible moments of knowledge acquisition. Preliminary findings show that WhatsApp is considered to be practical, popular, and preferable. Students acquired knowledge about religion and homosexuality, improved on expressions, and strengthened their grammar.
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Vasmatzoglou, Areti, and Neasa Ní Chiaráin. "The development of an online game-based simulation for the training of English language teachers in virtual environments." In CALL for widening participation: short papers from EUROCALL 2020, 334–41. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1210.

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Virtual simulation training has gained in usage in various educational fields and offers the potential to support and reinforce learning goals when practical experience is not possible. Teaching practice experience in an English as a Foreign Language (EFL) classroom is critical, yet frequently unobtainable for students in Teaching English to Speakers of Other Languages (TESOL)/English Language Teaching (ELT) Masters programmes. This paper describes the design, development, and evaluation of a gamified simulation prototype, Virtual EFL Classroom, that was built to offer teaching practice opportunities to students in such programmes. Eleven Masters students enrolled in the ELT programme at Trinity College Dublin took part in this study. Findings indicate that participants enjoyed active experimentation in Virtual EFL Classroom and that it has the potential to enhance student-teachers’ decision-making skills, flexibility, and adaptability in planning and teaching learner-centred lessons.
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Conference papers on the topic "Hanoi Foreign Languages College"

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Heng, Pan. "Subjectivity Teaching of College Foreign Languages Based on Multimedia Technology." In 2011 International Conference on Information Technology, Computer Engineering and Management Sciences (ICM). IEEE, 2011. http://dx.doi.org/10.1109/icm.2011.297.

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Sui, Danting, and Qin Li. "Stratified Teaching’s Implementation Strategies in College Classroom Teaching of Foreign Languages." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.63.

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"Teaching Culture in Foreign Language Classes with Reference to English and German Departments, College of Languages, Salahaddin University." In 10th International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2019. http://dx.doi.org/10.23918/vesal2019.a18.

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Vorontsova, Marina, and Evgeniya Klyukina. "The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.028.

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The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.
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Liang, Ya, Yi He, Mengjia Hou, and Ling Yang. "The Construction of a Talent Training Mode Combining the Professional Teaching of Thai Language and the Practical Training of Overseas Learning In Higher Vocational Colleges-- Take the Thai major of Yunnan college of foreign affairs and foreign languages as an example." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.115.

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