Loc Tan Nguyen
Dados Biográficos
| ID | 4608669 |
|---|---|
| NOME | Loc Tan Nguyen |
| PRENOMES | Loc Tan |
| SOBRENOME | Nguyen |
| ASSINATURA | NGUYEN L T |
| AFILIAÇÕES | University of Economics Ho Chi Minh City |
| ORCID | 0000-0002-4126-3128 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Vietnamese students’ beliefs and practices in computer-assisted pronunciation training
Despite the growing potential of computer-assisted pronunciation training (CAPT) tools, time constraints in classroom instruction continue to limit opportunities for individualized pronunciation practice. Technology offers a flexible means to extend learning beyond class time. However, students’ beliefs about using such tools for pronunciation development remain underexplored. Limited research explores students’ self-directed use and beliefs abou…
English Pronunciation Teaching at Secondary Schools
Pronunciation research within the past three decades has seen growing empirical evidence on the efficiency of deliberate, explicit phonetic instruction on second language learners’ intelligibility and/or comprehensibility. This body of work has also examined how pronunciation is represented in instructional materials, how teachers construct pronunciation teaching and what pedagogic beliefs they hold, and how students perceive pronunciation instru…
Scaffolding in genre-based L2 writing classes
The facilitative role of scaffolding has been highlighted by research with empirical evidence on learners’ engagement in classroom interaction and their uptake of teacher instruction but the body of empirical research focusing on genre-based pedagogical approaches for Vietnamese learners as second language (L2) writers remains relatively limited. The present study extends this line of enquiry by investigating how five experienced EFL teachers at …
Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
Pronunciation has gained significant attention in the field of English language teaching, with recent studies examining pronunciation representation in textbooks, classroom practices, teachers’ beliefs, and learners’ perceptions. However, research into teachers learning to teach English pronunciation is only beginning to emerge. The current study extends this line of enquiry by investigating the preparation of 20 Vietnamese English teachers to te…
A Cross-Linguistic Approach to Analysing Cohesive Devices in Expository Writing by Asian EFL Teachers
Recent research has shown that cohesive devices contribute substantially to writing quality and reveal L2 writers’ information, such as first or native language. This quantitative study adopted a cross-linguistic approach to investigating the use of cohesive devices in expository writing by Asian EFL teachers compared to native English teachers. The study involved 80 participants from three different L1 backgrounds, including 28 Vietnamese, 26 Fi…
Communicative pronunciation teaching
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A Cross-Linguistic Approach to Analysing Cohesive Devices in Expository Writing by Asian EFL Teachers
Recent research has shown that cohesive devices contribute substantially to writing quality and reveal L2 writers’ information, such as first or native language. This quantitative study adopted a cross-linguistic approach to investigating the use of cohesive devices in expository writing by Asian EFL teachers compared to native English teachers. The study involved 80 participants from three different L1 backgrounds, including 28 Vietnamese, 26 Fi…
Communicative pronunciation teaching
Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
Pronunciation has gained significant attention in the field of English language teaching, with recent studies examining pronunciation representation in textbooks, classroom practices, teachers’ beliefs, and learners’ perceptions. However, research into teachers learning to teach English pronunciation is only beginning to emerge. The current study extends this line of enquiry by investigating the preparation of 20 Vietnamese English teachers to te…
Scaffolding in genre-based L2 writing classes
The facilitative role of scaffolding has been highlighted by research with empirical evidence on learners’ engagement in classroom interaction and their uptake of teacher instruction but the body of empirical research focusing on genre-based pedagogical approaches for Vietnamese learners as second language (L2) writers remains relatively limited. The present study extends this line of enquiry by investigating how five experienced EFL teachers at …
Vietnamese students’ beliefs and practices in computer-assisted pronunciation training
Despite the growing potential of computer-assisted pronunciation training (CAPT) tools, time constraints in classroom instruction continue to limit opportunities for individualized pronunciation practice. Technology offers a flexible means to extend learning beyond class time. However, students’ beliefs about using such tools for pronunciation development remain underexplored. Limited research explores students’ self-directed use and beliefs abou…
English Pronunciation Teaching at Secondary Schools
Pronunciation research within the past three decades has seen growing empirical evidence on the efficiency of deliberate, explicit phonetic instruction on second language learners’ intelligibility and/or comprehensibility. This body of work has also examined how pronunciation is represented in instructional materials, how teachers construct pronunciation teaching and what pedagogic beliefs they hold, and how students perceive pronunciation instru…
EFL/ESL Teaching and Learning (6 obras) · Vietnamese (6 obras) · Linguistics (4 obras) · Mathematics education (4 obras) · Phonetics and Phonology Research (4 obras) · Pronunciation (4 obras) · Psychology (4 obras) · Pedagogy (3 obras) · Qualitative research (3 obras) · Computer Science (2 obras)