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Các yếu tố tác động đến quá trình hình thành bản sắc nghiên cứu khoa học của giảng viên tiếng Anh tại Trường Đại Học Cần Thơ
// Tạp chí giáo dục : Tạp chí lí luận - khoa học giáo dục Bộ giáo dục và đào tạo tr.
Language teacher identity development plays an important part in teachers' professional development. This topic expands the research field of scientific research of lecturers in Vietnam. Applying a narrative approach, this article explores the process of English lecturers’ identity construction through participating in scientific research activities. Based on ecological systems theory, the results from this study show that although the process of establishing a lecturer’s research identity depends heavily on the individual, it is also influenced by external factors, including research interests, publications, career stages of lecturers and regulations from the State and the University. This study provides a general explanation of the process of English lecturers’ research identity construction in the context of educational reforms in Viet nam.
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Nghiên cứu đặc điểm và các yếu tố gây ra tâm lí lo lắng khi học ngoại ngữ dựa trên lí thuyết văn hóa xã hội
// Tạp chí giáo dục : Tạp chí lí luận - khoa học giáo dục Bộ giáo dục và đào tạo tr.
Foreign Language Anxiety (FLA) is widely recognized as an emotional factor that significantly affects students' learning and well-being. For decades, research has focused on this learner-related factor, primarily viewing it as a restraining factor and seeking to minimize or eliminate it. Most studies have employed quantitative methods and thus tend to treat all students' anxiety levels as the same. Therefore, this paper adopts a qualitative approach based on Vygotsky's sociocultural theory to explore the nature and causes of FLA in Vietnamese university students. According to this theory, classroom activities are actually social interactions, in which the main components of the teacher-student and student-student relationships influence each other. The research results show that the main sources of FLA are teachers and peers. Additionally, FLA is flexible, varies between students, and exhibits some positive aspects. The paper also suggests that although FLA is common, it needs to be studied locally in different sociocultural contexts and environments, preferably at the individual level
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