Innovation in Language Learning and Teaching : The Case of Vietnam and Cambodia

• Autore: Phung Linh
• Pubblicazione: Cham : , : Palgrave Macmillan, , 2024; ©2024
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (251 pages)
• Altri autori: ReindersHayo PhamVu Phi Ho
• Nota di contenuto: Intro -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Chapter 1: An Overview of the Innovation in Language Teaching and Learning in Vietnam and Cambodia -- Rationales for Innovation in Language Teaching -- Overview of Language Teaching in Vietnam and Cambodia -- Top-down Innovation in Language Teaching -- Bottom-up Innovations in Language Teaching -- In This Volume -- Conclusion -- References -- Part I: Program and Curriculum Developoment -- Chapter 2: Using Environment and Needs Analyses to Innovate an Intensive English Course in Transnational Bachelor's Programs -- Introduction -- The Role of English in EMI Programs -- Outcome-based Learning -- Macalister and Nation's (2012) Curriculum Design Framework -- Situation Analysis -- Needs Analysis -- The Curriculum Development Project -- Context -- Curriculum Design Process -- Environment and Needs Analysis -- Environment Factors -- Needs Analysis -- Revising the Syllabus Following a Learning Outcome-based Approach -- The Final Curriculum Product -- Phase 1: Developing and Enhancing Language and Study Skills through the Use of IELTS-Oriented and Content-based Textbooks -- Phase 2: Developing Content-Specific Language and Improving Language Proficiency in Relation to Specific Business Disciplines through Project Work and Integrated Skills Tasks -- Course Piloting -- Reflection and Conclusion -- References -- Chapter 3: Out of the Ordinary: Implementation of a New Japanese Language Program in Higher Education in Vietnam -- Introduction -- Bachelor of Languages: Japanese Major -- Institution-driven Innovation -- Flipped Classroom -- Authentic Assessment -- Discussion -- Recognition and Resistance by Students -- Benchmark of Japanese Proficiency and Stakeholders -- Concluding Remarks -- References. ; Chapter 4: A Trilingual K-12 Program in Siem Reap: Reflecting on Successes and Failures -- Introduction -- Private Education in Siem Reap -- Establishment of Campus 2 -- Phenomenology -- Method -- Findings -- English -- Khmer -- Chinese -- Discussion -- Conclusion -- References -- Chapter 5: Harnessing Partnerships and Technology to Establish a New Language Program in Cambodia -- Introduction -- Harnessing Partnerships and Technology to Establish a New Language Program in Cambodia -- The Stunning Shenzhenization of Sihanoukville City -- Meteoric Wealth Trajectory -- Language and Power Shift -- Surveying and Addressing the Postsecondary Wasteland -- Softened Resistance to Ed Tech -- Dormant Drawbridges: Pre-approved Programs -- Sweets Down Serendipity Street -- Still Small Voices: Volunteer Partners -- Timely Transformers: Foreign Assistance Programs -- Scouring the Highways and Byways: Student Recruitment -- Rearview Mirror on the First Couple of Blocks -- What Has Gone Well -- What Hasn't Worked Well -- Student and Homework Attrition and Stamina -- Pedagogical Limitations, Administrative Rigidity, and Class Size -- Recommendations -- Conclusion -- References -- Part II: Materials Development and Teaching Methodology -- Chapter 6: A Culturally and Linguistically Responsive Approach to Materials Development: Teaching Vietnamese as a Second Language to Ethnic Minority Primary School Students -- Impetus for Innovation -- Culturally and Linguistically Responsive Materials Development -- Teaching Vietnamese as an L2 to Ethnic Minority Students -- The Innovation -- Materials Development Process -- Incorporating Culturally and Linguistically Responsive Materials -- Piloting the Materials -- Discussion -- Conclusion -- References -- Chapter 7: Pronunciation Teaching Innovation in the English as a Foreign Language Classroom -- Background Information. ; The Context of Innovation -- The Innovation -- Reflections -- Conclusion -- References -- Chapter 8: Using a Mock Conference as an Innovative Internship Activity for Translation Education -- Introduction -- Translation Education and Mock Conference -- The Situated Learning Approach to Translation Education -- The Mock Conference as an Effective Situated Learning Environment for Interpreter Education -- The Use of the Mock Conference for Interpreting Practice -- The Mock Conference as an Innovative Internship Activity for Senior Translation Majors -- The Impetus for the Use of The Mock Conference as an Innovative Internship -- The Design and Implementation of the Mock Conference -- Evaluation of the MC as an Innovative Internship Activity -- Collection of Students' Feedback -- Evaluation of the MC Design and Implementation -- Students' Feedback on the Mock Conference Organization -- Students' Feedback on the Teacher Supervisors' Support -- Students' Feedback on the Benefits of the Mock Conference -- Students' Feedback on the Challenges of the Mock Conference -- Students' Feedback on the Influential Factors and Effective Tactics -- Pedagogical Implications -- References -- Part III: Technology Integration -- Chapter 9: Enhancing Student Participation in Online Collaborative Learning Groups, Using a Design Framework and Accessible Technologies -- Introduction -- Literature Review -- Online Collaborative Learning Pedagogy -- Challenges of Online Collaborative Learning -- Strategies for Effective Online Group Work -- Tools for Online Group Work -- Implementing Online Collaborative Learning -- The Research Context -- Data Collection -- Data Analysis -- Procedures -- Planning -- Creating Groups -- Establishing Expectations -- Communication Tools -- Assignments and Activities -- Action and Observation -- Reflection -- Findings. ; Findings from Evaluation Survey -- Findings from the Guided Personal Reflections -- Discussion -- Tools to Support Online Collaborative Learning -- Student Participation in Online Group Work -- Students Perceived Benefits of Online Collaborative Learning -- Students' Perceived Challenges of Online Collaborative Learning -- Conclusion and Implications -- References -- Chapter 10: Revitalizing Language Education: An Exploratory Study on the Innovative Use of Mobile Applications in English Language Teaching at a State University in Vietnam -- Introduction -- Literature Review -- Traditional Language Education and its Challenges -- Mobile Applications in Language Education -- The Present Study -- The Objectives of The Study -- Methodology -- Participants -- Survey -- Focus Group Interviews -- Data Analysis -- Ethical Considerations -- Results -- Overview of Participants and Data Collected -- Results from the Survey -- Frequency of Mobile App Usage -- Extent to Which Mobile Apps Can Improve Language Learning Outcomes -- Integration of Emerging Technologies -- Results from the Focus Group Interviews -- Teacher Focus Group Interviews -- Student Focus Group Interviews -- Discussion -- Recommendations -- Current Problems in English Language Teaching in Vietnam and the Call for Using Mobile Applications in Teaching -- Procedures to Use Mobile Apps to Teach a Foreign Language in a Classroom Setting -- Step 1: Identify the Goals and Objectives of the Course -- Step 2: Research and Select Suitable Mobile Apps -- Step 3: Introduce Mobile Apps to Students -- Step 4: Incorporate Mobile Apps into Classroom Activities -- Step 5: Monitor and Evaluate Students' Progress -- Tips for Encouraging Students and Teachers to Use Mobile Apps -- Tip 1: Encouraging Student Engagement through Gamification Incentives -- Tip 2: Empowering Teachers through App-focused Training. ; Tip 3: Synergizing Mobile Apps with Traditional Teaching Methods -- Tip 4: Selecting Appropriate Language Learning Apps -- Tip 5: Encouraging Students to Monitor Language Learning Progress with App Tracking Features -- Conclusion -- Appendix 1: Online Survey -- Appendix 2: Focus Group Interview -- References -- Chapter 11: Factors Affecting EFL Lecturers' Implementation of Blended Learning in Vietnamese Universities -- Introduction -- An Overview of the Literature on Blended Learning: Issues and Contexts -- Definitions and Understandings of Blended Learning in EFL Education -- Types of Blended Learning in Educational Contexts -- Factors Affecting the implementation of BL in EFL Education -- Perceptions of Blended Learning -- Pedagogical Knowledge -- English Language Proficiency -- Technological Competence -- Understanding of Students' Backgrounds and Characteristics -- Motivation, Beliefs, and Attitudes -- Experience in Integrating Blended Learning into EFL Teaching -- Infrastructure, Resources, and Technology -- Support and Incentives -- Training and Professional Development -- Policies -- Budget -- Course design and Evaluation -- Ethical Issues -- Research Design and Methodology -- Findings -- How is BL Being Implemented in EFL Education Across Vietnamese Universities? -- How do Vietnamese EFL Lecturers Perceive their Implementation of BL in English Teaching? -- What Factors Positively Affect those Lecturers' Implementation of BL? -- What Factors Negatively Affect their Implementation of BL? -- Discussion -- Conclusion -- Implications -- References -- Chapter 12: Innovation in Language Teaching in Vietnam and Cambodia: Key Themes -- Implementing Contemporary Teaching Methodologies -- The Effects of Disruptive Events -- Assessing the Impact and Involving Stakeholders -- Empowering and Supporting Teachers -- Conclusion -- References -- Index.
• Titolo autorizzato: Innovation in Language Learning and Teaching
• ISBN: 3-031-46080-4
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910864195003321
• Lo trovi qui: Univ. Federico II
• Serie: New Language Learning and Teaching Environments Series