# bib

id: acoj-9
author: Lian, Ania
title: Editorial
date: 2014
pages: 1
extension: .pdf
mime: application/pdf
words: 387
sentence: 21
flesch: 43
cache: cache/acoj-9.pdf
txt: txt/acoj-9.txt
summary:
  Editorial Ania B. Lian AsiaCALL Online Journal Vol. 9, 2014 | http://asiacall.info/acoj | ISSN 1936-9859 E1 AsiaCALL OnLine Journal Volume 9, 2014 Editorial Volume 9 of the AsiaCALL OnLine Journal (ACOJ) marks a turning point in the life of the journal after a period of inactivity resulting from a re-structure of the AsiaCALL organisation. Please note that the AsiaCALL OnLine Journal does not charge a publication fee.


id: acoj-30
author: Hiroyuki, Obari
title: The Integration of 21st Century Skill and Virtual Learning with COVID-19
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 2292
sentence: 121
flesch: 57
cache: cache/acoj-30.pdf
txt: txt/acoj-30.txt
summary:
  This way, NUS students could study advanced Japanese, and AGU Japanese students could improve their English presentation skills. In contrast, NUS students of Japanese classes gave a presentation about various topics related to issues in Singapore in Japanese with discussion and Q and A. This program's uniqueness was to visit very famous and historical places with a guide of NUS students as a group of 6 or 7 students, mixed AGU and NUS students.


id: acoj-3
author: Gabarre, Serge; Gabarre, Cécile
title: Using flash games tostimulatecooperative communication
date: 2009
pages: 8
extension: .pdf
mime: application/pdf
words: 4140
sentence: 261
flesch: 66
cache: cache/acoj-3.pdf
txt: txt/acoj-3.txt
summary:
  Often students are not motivated by learning, and would rather spend their times on computer games which keeps them “interested, competitive, cooperative, results-oriented, actively seeking information and solutions” (Prensky M. , 2003, p. 1). It has been done successfully with complex language learning games (Johnson, Vilhjalmsson, & Marsella, 2005), yet our case was different as it implicated using a game which was not originally designed for language learning.


id: acoj-2
author: Kraus, Harald A
title: Generating depth and engagement:the development of aproject-based curriculum
date: 2009
pages: 9
extension: .pdf
mime: application/pdf
words: 4359
sentence: 238
flesch: 58
cache: cache/acoj-2.pdf
txt: txt/acoj-2.txt
summary:
  They tended to visit teachers in their offices more frequently, asked more questions, and were comfortable in engaging foreign teachers in small talk on campus – a significant difference from other students who continue to shy away from using English when not compulsory! Post course results were significantly different however, with second year students attaining a mean of 71.82% (an increase of 2.54%) whereas the first year students achieved a mean 65.87% - an increase of 10.64%.


id: acoj-45
author: Nguyen Thi Hong Nhat
title: Developing Bottom-up Listening Skills in a Google Classroom-based EFL module
date: 2021
pages: 11
extension: .pdf
mime: application/pdf
words: 5446
sentence: 337
flesch: 61
cache: cache/acoj-45.pdf
txt: txt/acoj-45.txt
summary:
  Textbooks often have not reflected a systematic approach to develop listening skills (Hill & Tomlinson, 2013). The reasons mentioned so far suggest that more attention needs to be given to the teaching of listening skills, specifically bottom-up listening skills.


id: acoj-22
author: Thi Thanh Tran, Mai
title: Microsoft Teams in the context of freshmen ELF learning
date: 2021
pages: 12
extension: .pdf
mime: application/pdf
words: 4291
sentence: 215
flesch: 55
cache: cache/acoj-22.pdf
txt: txt/acoj-22.txt
summary:
  Also, the research paper results reveal that the participants possessed positive attitudes towards the benefits of using Microsoft Teams in online learning. Then, 10 of these students were interviewed face-to-face to gain further insight into Microsoft Teams' use in online learning.


id: acoj-77
author: Nguyen, Thanh Khuong; Nguyen, Thi Hong Tham
date: 2021
pages: 16
extension: .pdf
mime: application/pdf
words: 5865
sentence: 340
flesch: 50
cache: cache/acoj-77.pdf
txt: txt/acoj-77.txt
title:
  The Acceptance and Use of Video Conferencing for Teaching in Covid-19 Pandemic: An Empirical Study in Vietnam

summary:
  The findings of this study indicated that habit (HB) https://asiacall.info/acoj Nguyen, T. K., & Nguyen, T. H. T. Vol. 12; No. 5; 2021 12 had a positive effect on teachers' intentions to use video conferencing systems. The acceptance and use of video conferencing model 4.4.


id: acoj-29
author: Su, Ai Anh Thu; Cao, Thi Xuan Tu; Le, Do Lam Vy; Nguyen, Le Ngoc Trinh; Nguyen, Thi Lan Anh
title: Improving English Speaking Ability Through E-Learning
date: 2021
pages: 14
extension: .pdf
mime: application/pdf
words: 6448
sentence: 385
flesch: 54
cache: cache/acoj-29.pdf
txt: txt/acoj-29.txt
summary:
  However, few studies examined whether e-learning affects English as Foreign Language (EFL) in speaking skill; some were successful in investigating, but some were not. E-learning has become a popular form of training all over the world for many years (Bui et al., 2020).


id: acoj-13
author: Teik, Ong Cheng
date: 2016
pages: 18
extension: .pdf
mime: application/pdf
words: 6405
sentence: 276
flesch: 40
cache: cache/acoj-13.pdf
txt: txt/acoj-13.txt
title:
  Open distance learning: Delivering linguistics and education courses in a blended learning environment

summary:
  Specifically, it examines the different aspects put in place to sustain and support students’ learning which include, but are not limited to, the physical infrastructure, Information and Communications Technology (ICT) facilities and learner support. Open distance learning: Delivering linguistics and education courses in a blended learning environment Ong, Cheng Teik AsiaCALL Online Journal Vol. 11, 2016 | http://asiacall.info/acoj | ISSN 1936-9859 A8 Characteristics of Learning Materials in WOU This section describes some of the key characteristics of WOU learning materials to cater to the needs and profiles of ODL students (Wawasan Open University, Unit 4, n.d., p. 5, 6).


id: acoj-8
author: Sabieh, Christine
title: Emerging technologies, benchmarking, and valuing: the dilemma of the bandwagon
date: 2009
pages: 13
extension: .pdf
mime: application/pdf
words: 7434
sentence: 393
flesch: 52
cache: cache/acoj-8.pdf
txt: txt/acoj-8.txt
summary:
  Petrides (2002) examined ways higher education classes, supplemented by web based technologies, looked at learning issues and learner centered education. Whether for educator use or student use, it does warrant integration if, and only if, the education environment is flexible, the teaching methodology is learner centered, and the learning is active, making the students central in the teaching/ learning set up.


id: acoj-65
author: Pham, Vu Phi Ho; Tran, Van Da
date: 2021
pages: 16
extension: .pdf
mime: application/pdf
words: 6942
sentence: 341
flesch: 53
cache: cache/acoj-65.pdf
txt: txt/acoj-65.txt
title:
  The Effects of Vietnamese High School Teacher’s Utility of Google Forms on Eleventh Graders’ Grammatical Knowledge

summary:
  In response to the second research question, what Vietnamese eleventh graders’ perceptions of using Google Forms in learning English grammar are, students’ perceptions of the teacher’s utilization of Google Forms in English grammar instruction showed a positive attitude toward the new approach. Finally, the technology-based class should be exploited to use the time outside the classroom for students to practice and memorize grammatical points because regular practice outside the class does increase students' efficiency and activeness in the process of English grammar learning (Nguyen, 2021).


id: acoj-39
author: Hoang, Ngoc Tue; Le, Duc Hanh
title: Vocational English Teachers’ Challenges on Shifting Towards Virtual Classroom Teaching
date: 2021
pages: 16
extension: .pdf
mime: application/pdf
words: 8696
sentence: 483
flesch: 52
cache: cache/acoj-39.pdf
txt: txt/acoj-39.txt
summary:
  Keywords: challenges, online teaching, virtual classroom, Covid19, teachers’ attitudes 1. As a result, more than 100 higher education institutions in Vietnam opted for online teaching and learning, in which private universities account for 70% (MOET, 2020).


id: acoj-6
author: Gabarre, Cécile; Gabarre, Serge
title: Turning a multimedialanguage lab into a powerful learner-centred tool
date: 2009
pages: 14
extension: .pdf
mime: application/pdf
words: 7594
sentence: 486
flesch: 15
cache: cache/acoj-6.pdf
txt: txt/acoj-6.txt
summary:
  With these objectives in mind, we used the technology provided to create a virtual space within the course where each individual, learners and lecturers could interact. To remain consistent with this pedagogy, learners should ideally be guided during a preliminary interview or questionnaire enabling both the institution and the learner to determine which methods and environments would be the most suitable.


id: acoj-12
author: Kanniah, Anuratha
title: Teachers’ acceptance level in using technology in the classroom
date: 2014
pages: 17
extension: .pdf
mime: application/pdf
words: 8830
sentence: 432
flesch: 44
cache: cache/acoj-12.pdf
txt: txt/acoj-12.txt
summary:
  Teachers’ acceptance level in using technology in the classroom Anuratha Kanniah AsiaCALL Online Journal Vol. 9, 2014 | http://asiacall.info/acoj | ISSN 1936-9859 A27 Teachers’ acceptance level in using technology in the c lassroom Anuratha Kanniah Asia Pacific University of Technology and Innovation Abstract The success rate on implementation of ICT in the education system is pre-determined by the school teachers’ acceptance in applying technology in the teaching and learning process.


id: acoj-85
author: Miyashita, Hiroshi
date: 2021
pages: 23
extension: .pdf
mime: application/pdf
words: 9554
sentence: 533
flesch: 50
cache: cache/acoj-85.pdf
txt: txt/acoj-85.txt
title:
  Successive Action Research to Develop the Higher Order Thinking of EFL Learners Through Discussion Forums

summary:
  In the wake of the COVID-19 pandemic in 2020, we are still encountering online learning programs that seem to be little more than a direct translation of traditional correspondence courses or traditional F2F classes on lecture formats. In this study, higher order thinking is defined using Anderson et al.’s


id: acoj-5
author: González, José Antonio
date: 2009
pages: 9
extension: .pdf
mime: application/pdf
words: 5287
sentence: 257
flesch: 49
cache: cache/acoj-5.pdf
txt: txt/acoj-5.txt
title:
  Technology and culture in the language class: adding anotheringredient to the old dilemma...and a taxonomy and a database structure

summary:
  The above-mentioned non-biological character of culture draws on the polemical concept of meme as “a unit of cultural information transferrable from one mind to another” (Meme 2007); because many of the proponents of this theory suggest that these units evolve in a way which is analogous to that of genetic information. This could solve not only the question of where to start, but also the question of what unit, level or segment of cultural information is important to be learned/taught with the language.


id: acoj-24
author: Nguyen, Huu Ngoc
title: A Case Study of Home-based Teaching and Learning Practice at Ton Duc Thang University
date: 2021
pages: 11
extension: .pdf
mime: application/pdf
words: 5120
sentence: 269
flesch: 63
cache: cache/acoj-24.pdf
txt: txt/acoj-24.txt
summary:
  Teachers’ information No. Information Teacher 1 (T1) Teacher 2 (T2) Teacher 3 (T3) 1 Class in charge Foundation 2 – group 43 Foundation 3 – group 56 English 1 – group 38 2 Age 25 28 32 3 Years of teaching English 2 5 9 4 Degree/ Certificate of English Bachelor’s degree in TEFL IELTS 7.5 Bachelor’s degree in TEFL Master of Arts in Applied Linguistics Bachelor’s degree in TEFL Master of Arts in TESOL ACOJ- ISSN 1936-9859 AsiaCALL Online Journal Vol. 12, No. 2, 2021 4 Second, as for students, the number of student participants in the current study was 76. Teachers and students praised geographical convenience, time flexibility, and a customized learning environment and experienced technical problems.


id: acoj-7
author: Elsegood, Sonja; Rahimi, Ali
date: 2009
pages: 22
extension: .pdf
mime: application/pdf
words: 10158
sentence: 476
flesch: 48
cache: cache/acoj-7.pdf
txt: txt/acoj-7.txt
title:
  Using computer supported reasoning mapping to teach EFL learners critical reasoning and academic writing

summary:
  Computer Supported Argument Mapping (CSAM) offers a useful way to help EFL students build critical reasoning skills in their reading and writing of academic texts. Understand a writer‟s use of objection, rebuttal and concession to construct their academic case EFL students‟ lack of critical reasoning skills is even more apparent when they write academic texts in English.


id: acoj-21
author: Nguyen, Van My
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 4372
sentence: 198
flesch: 41
cache: cache/acoj-21.pdf
txt: txt/acoj-21.txt
title:
  English language-learning environments in COVID-19 era: EFL contexts, English-language environments, technology-based approach, English language learning 

summary:
  Reinders and White (2010) commented that technology is applied to individualize the language learning process and offers learners language learning opportunities outside the classroom as well [11]. The field of English language teaching (ELT) has been witnessing considerable changes and developments in its theories and practices.


id: acoj-14
author: Rockell, Kim
date: 2016
pages: 25
extension: .pdf
mime: application/pdf
words: 11364
sentence: 593
flesch: 51
cache: cache/acoj-14.pdf
txt: txt/acoj-14.txt
title:
  Incorporating Music in CALL: An exploratory study establishing a protocol for Computer Assisted Language Learning Incorporating Music (CALLiM)

summary:
  While most songs appeared to have Tagalog titles, the appearance of titles in other languages such as Bicol, Hiligaynon, Ilocano and Cebuano which represented the “diversity of Philippine ethnic and linguistic groups” (K. F. Rockell, 2012, p. 394). VLS  List: bintana, jandin(ko), enkanto (appears twice), Laguna, manga, frutas, tanto  Read this list aloud  Listen again to clip and observe the listed words SS  Searched and came across a medley of Ilocano songs that seemed more appealing that “Manang Biday” TIME 3:15 p.m. VLS Look for high-frequency words Look for high-frequency words It may be enough at this stage just to observe


id: acoj-35
author: Bhatti, Muhammad Safdar; Asif Iqbal; Shaista Noreen; Rafia Mukhtar; Zahida Javed
title: Investigating the Role of ICT for Teaching English at Elementary Level
date: 2021
pages: 7
extension: .pdf
mime: application/pdf
words: 3385
sentence: 244
flesch: 54
cache: cache/acoj-35.pdf
txt: txt/acoj-35.txt
summary:
  It is very important for an EAn English language teacher needs to have the English language. The study's findings exposed that accessibility of information and communication technology services and elementary teacher’s consumption of ICTs are very limited, which is a serious restraint in excellent instructional service delivery.


id: acoj-73
author: Le, Thi Tuyet Minh
title: A Case Study of Students’ Views on Effective Online Learning
date: 2021
pages: 10
extension: .pdf
mime: application/pdf
words: 3707
sentence: 219
flesch: 54
cache: cache/acoj-73.pdf
txt: txt/acoj-73.txt
summary:
  Seven main elements for effective online English teaching are recognized as: teaching method, course content, learning activities (updated news delivery, games, polls, and student presentations are favourable), myriad interaction (short questions are preferable), learning incentives (bonus marks), supportive learning environment (teacher voice, praise, encouragement, good teacher-student and student-student relationships) and supplementary materials (revision, extra resources, etc.). A Case Study of Students’ Views on Effective Online Learning Le Thi Tuyet Minh University of Economics Ho Chi Minh City, Vietnam.


id: acoj-51
author: Tran, Oanh Thi Thuy
title: The The Efficiency of E-teaching Activities in Teaching Speaking Skills for English Major Students
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 3207
sentence: 167
flesch: 53
cache: cache/acoj-51.pdf
txt: txt/acoj-51.txt
summary:
  According to the educators interviewed, the majority clearly agree with the following statements: the knowledge given by e-learning is suitable for the student's needs, Students should receive education in a virtual classroom, and Teachers are educated in information technology and the Internet in order to gather with students in virtual classrooms (100 percent ). 1. Introduction Online literacy plays a significant contribution and essential role in student learning and teacher teaching.


id: acoj-34
author: Trinh, Thi Lan Anh; Tran, Thi Kim Ngan; Vo, Thuy Bao Ngoc; Huynh, Thi Thu Suong
title: The Difference Effects of Paper Dictionaries vs. Online Dictionaries
date: 2021
pages: 11
extension: .pdf
mime: application/pdf
words: 6227
sentence: 348
flesch: 52
cache: cache/acoj-34.pdf
txt: txt/acoj-34.txt
summary:
  Therefore, many studies have been conducted to show the influence of paper dictionaries and online dictionaries on users and problems in using the two types of dictionaries. Finally, most students at Van Lang University tended to choose online dictionaries for learning new vocabularies, although some of them still do not deny the value of paper dictionaries.


id: acoj-1
author: Pham, Vu Phi Ho; Usaha, Siriluck
title: Blog-based peer response for EFL writing: A case study in Vietnam
date: 2009
pages: 29
extension: .pdf
mime: application/pdf
words: 13951
sentence: 800
flesch: 64
cache: cache/acoj-1.pdf
txt: txt/acoj-1.txt
summary:
  The writing cycle was described as follows: Topic selection, brainstorming, writing the first draft, posting that draft on the blog, giving and receiving peer comments, revising writing the second draft, second round of peer comments, further revision for writing a third draft, teacher comments (as a normal activity of the writing process), then final revision to write the fourth draft. However, in order to observe the effects of peer comments, only the drafts 1 -3 were counted for data analysis.


id: acoj-63
author: Chau, Thuc Quyen; Nguyen , Thi Thanh Hong
date: 2021
pages: 7
extension: .pdf
mime: application/pdf
words: 3165
sentence: 191
flesch: 45
cache: cache/acoj-63.pdf
txt: txt/acoj-63.txt
title:
  A Theoretical Study on the Genuinely Effective Technology Application in English Language Teaching for Teachers and Students

summary:
  Agreeing with the viewpoint of Ahmadi (2018), teachers, should self-study by searching updated information on teaching and learning English technology integration and study from other colleagues to upgrade their skills of technological application through various kinds of teaching online programs including Zoom Cloud Meeting, Microsoft Teams, Vsee, Google Classroom and Google Hangout and the other outstanding websites in assisting them to design funny and attractive interaction activities for students like Kahoot and Quizzes. Keywords: Technology integration, teaching creativity, learning engagement, authentic resources, advantages and disadvantages, technology application 1.


id: acoj-4
author: Barad, Dilip P
title: Experimenting ICT in teaching English language and literature
date: 2009
pages: 11
extension: .pdf
mime: application/pdf
words: 6570
sentence: 414
flesch: 53
cache: cache/acoj-4.pdf
txt: txt/acoj-4.txt
summary:
  I have made one point very clear in the beginning that business students are more receptive to technology than literature students. So the best way to enhance reading skills and to empower literature students in the subject knowledge is to have the practice of „collective reading‟.


id: acoj-58
author: Nguyen, Thu Nguyet Minh; Tra, Van Dong; Nguyen, Phuong Hac
date: 2021
pages: 9
extension: .pdf
mime: application/pdf
words: 3446
sentence: 160
flesch: 55
cache: cache/acoj-58.pdf
txt: txt/acoj-58.txt
title:
  Difficulties and some suggested solutions in studying online of the students in Van Lang University during the Covid-19 pandemic

summary:
  We choose Van Lang University students because we are also studying and working at the school at the present time. CONCLUSION After discussion, our team synthesized four questions corresponding to 5 difficulties of online learning for Van Lang University students in the context that the school had to switch to online learning due to the epidemic.


id: acoj-41
author: Tran Vu Mai Yen; Nguyen Tran Uyen Nhi
title: The Practice of Online English Teaching and Learning with Microsoft Teams: From Students’ View
date: 2021
pages: 7
extension: .pdf
mime: application/pdf
words: 2894
sentence: 154
flesch: 53
cache: cache/acoj-41.pdf
txt: txt/acoj-41.txt
summary:
  In this way, students need to communicate-whether verbal or written-with the teachers and other students to complete the tasks assigned. This mode of learning is more effective in that students-especially shy and unconfident ones- easily interact with the teachers and other students and get a frequent evaluations from the teachers.


id: acoj-79
author: Dizon, Gilbert; Gayed, John M.
date: 2021
pages: 14
extension: .pdf
mime: application/pdf
words: 6039
sentence: 307
flesch: 50
cache: cache/acoj-79.pdf
txt: txt/acoj-79.txt
title:
  An exploratory study on the use of interactive video via Netflix to improve second language aural vocabulary learning

summary:
  Lastly, although incidental vocabulary learning is a well-studied topic in L2 video research, less attention has been paid to aural vocabulary learning with L2 video. Keywords: video streaming, vocabulary learning, EFL, L2 video 1.


id: acoj-37
author: Nguyen, Thu Nguyet Minh; Tran, Thi Yen Nhi; Do, Thanh Tung; Nguyen, Quoc Huy
date: 2021
pages: 10
extension: .pdf
mime: application/pdf
words: 3064
sentence: 171
flesch: 55
cache: cache/acoj-37.pdf
txt: txt/acoj-37.txt
title:
  Implementing Elearning System For General Information Technology Course At Van Lang University, Period 2017 - 2020

summary:
  Attendance check at the end of a class is stored on a lecturer's personal sheet, which proves to be a nuisance to manage student attendance and classroom performance for the Academic Department. It ensures the best learning environment for students and helps teachers teach and post results more efficiently.


id: acoj-52
author: Candilas, Kurt
title: Developing English-Speaking Skills through Socratic Questioning in Online Synchronous Learning
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 2824
sentence: 129
flesch: 48
cache: cache/acoj-52.pdf
txt: txt/acoj-52.txt
summary:
  However, it provides less speaking participation for students. Acknowledging the need of students to continue learning amidst pandemics, online education learning is seen to be the viable way for continuing education which also helps to put a curb on the spread of COVID-19.


id: acoj-28
author: Bui, Thi Nga
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 3075
sentence: 174
flesch: 44
cache: cache/acoj-28.pdf
txt: txt/acoj-28.txt
title:
  Students' Attitudes to Online Reading in the Era of Technology at the University of Transport and Communications

summary:
  1- 8 Online: 07/03/2021 1 Students' attitudes to online reading in the era of technology at the University of Transport and Communications Bui Thi Nga University of Transport and Communications, Campus in Ho Chi Minh City Corresponding author’s email: ngabt_ph@utc.edu.vn Abstract Thanks to the remarkable development of technology 4.0, online reading is becoming more popular for students. The study was conducted to investigate the students’ attitudes to online reading as well as the effects of online reading for UTC2 students and ways to access information accurately by collecting 200 students from five different majors, including Civil Engineering, Construction Engineering, Economics, Mechanical Engineering, and Information Technology.


id: acoj-10
author: Graham, Dougal; Osment, Christopher
title: Interactive web-based learning of corpus-generated phrases
date: 2014
pages: 13
extension: .pdf
mime: application/pdf
words: 6171
sentence: 297
flesch: 52
cache: cache/acoj-10.pdf
txt: txt/acoj-10.txt
summary:
  The goal of this activity is three-fold: firstly, it aims to increase student awareness of some of the most frequent words in the corpus, secondly it aims to help increase reading speed by helping students develop automaticity in recognition of the target words, and thirdly it is meant to be a fun and engaging activity to help students become engaged with the material. The online interactive materials are able to generate a relatively large number of unique exercises for students.


id: acoj-33
author: Luu, Le Phuong Thanh; Nguyen, Thi Ngoc Qui; Vo, Nguyen Thai Thanh; Nguyen, Minh The Hung
date: 2021
pages: 15
extension: .pdf
mime: application/pdf
words: 8948
sentence: 502
flesch: 46
cache: cache/acoj-33.pdf
txt: txt/acoj-33.txt
title:
  The Need of Applying English Learning Apps to Help Van Lang University Students Improve Their Spoken English Performance

summary:
  Problems Of Learning Speaking Skills Encountered By English Major Students At Ba Ria- Vung Tau University, Vietnam. Because with the current technological era, Van Lang students mostly use technology equipment for serving learning purposes, and they adapt to the trend of learning English through the speaking training software available on the market such as Elsa Speak, Duolingo.


id: acoj-32
author: Bui, Thi Xuan Trang; Ha, Yen Nhi; Nguyen, Thi Bao Uyen; Nguyen, Vy Uyen Thanh; Ngo, Thi Cam Thuy
title: A Study on Collaborative Online Learning among EFL Students in Van Lang University (VLU)
date: 2021
pages: 13
extension: .pdf
mime: application/pdf
words: 7166
sentence: 396
flesch: 48
cache: cache/acoj-32.pdf
txt: txt/acoj-32.txt
summary:
  Although the findings of the research revealed significant benefits and drawbacks specifically, the relationship of the pros and cons of online group learning and learners' differences relating to different cultures, educational systems, the social environment has been neglected, which makes the results not pertinent in various contexts. Learners often benefited from learning in a dynamic group and the feeling of belonging to an online community where there was constant social contact between student groups and teachers.


id: acoj-99
author: Nguyen, Truong Gia Minh
title: Some Common Ways for Students to Improve Pronunciation during Covid-19 Pandemic
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 3177
sentence: 196
flesch: 58
cache: cache/acoj-99.pdf
txt: txt/acoj-99.txt
summary:
  Some Common Ways for Students to Improve Pronunciation during Covid- 19 Pandemic. Some Common Ways for Students to Improve Pronunciation during Covid-19 Pandemic Nguyen Truong Gia Minh Hoa Sen University, Vietnam Correspondence:


id: acoj-135
author: Nguyen, Xuan Tien; Le, Xuan Truong
date: 2013
pages: 6
extension: .pdf
mime: application/pdf
words: 2592
sentence: 131
flesch: 45
cache: cache/acoj-135.pdf
txt: txt/acoj-135.txt
title:
  The Design and Development of English Writing Courses Based on the Moodle e-Learning Platform: their Effectiveness

summary:
  In order to facilitate teaching and learning writing, it is required to design and develop online writing courses based on Moodle. This design included the type of the research approach, research sites, participants, the design and development of online writing courses based on Moodle, the data collection method, and the data gathering procedure.


id: acoj-93
author: Luu, Thi Mai Vy
title: A Neuroscientific Approach to Understanding Listening Comprehension in EFL Contexts
date: 2021
pages: 9
extension: .pdf
mime: application/pdf
words: 4057
sentence: 252
flesch: 50
cache: cache/acoj-93.pdf
txt: txt/acoj-93.txt
summary:
  Brain-based learning: Teaching the way students really learn. Differential brain-to-brain entrainment while speaking and listening in native and foreign languages.


id: acoj-114
author: Ho, Thi My Linh; Nguyen, Thi Bao Khuyen
title: Utilizing Digital Resources To Foster Young Learners’ Engagement In Online Learning Classrooms
date: 2021
pages: 11
extension: .pdf
mime: application/pdf
words: 5161
sentence: 297
flesch: 50
cache: cache/acoj-114.pdf
txt: txt/acoj-114.txt
summary:
  In the light of other research, Dixson (2015) indicated student engagement is, generally, the extent to which students actively engage by thinking, talking, and interacting with the content of a course, the other students in the course, and the instructor. Student engagement is a key element in keeping students connected with the course and, thus, with their learning.


id: acoj-96
author: Obari, Hiroyuki; Lambacher, Stephen; Kikuchi, Hisayo
title: Learning English through a Challenge-Based Learning Project during the COVID-19 Pandemic
date: 2021
pages: 10
extension: .pdf
mime: application/pdf
words: 3240
sentence: 181
flesch: 51
cache: cache/acoj-96.pdf
txt: txt/acoj-96.txt
summary:
  (5) Students learned presentation skills by downloading the video contents of Successful Presentation by Oxford University Press. (2) All students had their presentations evaluated by their peers using the PeerEval software on a smartphone, with six items being assessed about presentation skills.


id: acoj-121
author: Casibual, Joseph P; Nacua, Julrem B
date: 2022
pages: 11
extension: .pdf
mime: application/pdf
words: 4867
sentence: 266
flesch: 47
cache: cache/acoj-121.pdf
txt: txt/acoj-121.txt
title:
  Correlation between Internet Literacy and Vocabulary Level: Implication towards Reading Comprehension

summary:
  Correlation between internet literacy and vocabulary level: Implication towards reading comprehension. Keywords: reading comprehension, internet literacy, vocabulary level, senior high school 1. Introduction Reading comprehension is the ability to re-learn how to read, grasp, understand, and connect.


id: acoj-134
author: Montecalvo, Evelyn Khanser
date: 2013
pages: 8
extension: .pdf
mime: application/pdf
words: 2821
sentence: 110
flesch: 43
cache: cache/acoj-134.pdf
txt: txt/acoj-134.txt
title:
  Electronic learning as an alternative delivery of English writing tutorials for the improvement of Capitol University’s students’ writing skills

summary:
  The study is quasi-experimental which aimed to compare the writing skills of students in the traditional face-to-face tutorial using appropriate reference materials (control group) and the students in the online CD-ROM tutorial (experimental group) using the module developed by the researcher. Keywords: Electronic learning, CD-ROM module, English writing tutorial, Writing skills Introduction This study aimed to compare the writing skills achievement levels of two groups of subjects: the control and experimental groups who were exposed to two different modes of tutorial, namely, the traditional face-to-face tutorial using appropriate reference materials and the e-learning CD-ROM tutorial using the module, which was designed and developed by the researchers.


id: acoj-26
author: Van, Lam Kieu; Dang, Truc Anh; Pham, Duc Bao Tran; Vo, Thi Thanh Nga; Pham, Vu Phi Ho
title: The Effectiveness of Using Technology in Learning English
date: 2021
pages: 17
extension: .pdf
mime: application/pdf
words: 8737
sentence: 551
flesch: 61
cache: cache/acoj-26.pdf
txt: txt/acoj-26.txt
summary:
  In summary, using technology in learning English has many following benefits: increased student motivation, engagement, collaboration, and technology skills. The way of student practice English.


id: acoj-88
author: Hoang, Thi Doan ; Phan, Thuy Linh; Le, Hong Phuong
title: Non-English Major Students' Perceptions Towards TOEIC Online Learning and Testing
date: 2021
pages: 15
extension: .pdf
mime: application/pdf
words: 7081
sentence: 411
flesch: 54
cache: cache/acoj-88.pdf
txt: txt/acoj-88.txt
summary:
  Online learning in education Almost all institutions and colleges in Vietnam have chosen to convert to online learning in order to assure learning continuity. Effective formative e-assessment of student learning: a study on a statistics course.


id: acoj-64
author: Nguyen, Cuong Huy; Nguyen, Ha Thi; Le, Thao Quang
date: 2021
pages: 20
extension: .pdf
mime: application/pdf
words: 8173
sentence: 480
flesch: 57
cache: cache/acoj-64.pdf
txt: txt/acoj-64.txt
title:
  Boosting English Majors’ Ability in Pronouncing Stressed Vowels via Blue Canoe, a Mobile-based Application: A Focus on Vietnamese EFL Learners

summary:
  E-mail: cuong.nh@vlu.edu.vn Abstract There is no doubt that teaching and learning English pronunciation is one of the major concerns facing EFL/ESL educators and experts. Consequently, the students are quickly bored with and discouraged from learning and practicing English pronunciation.


id: acoj-11
author: Lian, Ania
title: “New Learning” and CALL: a DIY paradigm
date: 2014
pages: 13
extension: .pdf
mime: application/pdf
words: 6859
sentence: 338
flesch: 49
cache: cache/acoj-11.pdf
txt: txt/acoj-11.txt
summary:
  Along similar lines, when teachers disregard students’ pasts, their students have limited building blocks to rely on; ultimately they create “students with amnesia”. In 2014, technology continues to be seen as, more or less, an entertainment (a fun-thing), real knowledge is legitimised by Second Language Acquisition (SLA) studies, and students are objects of these externalising discourses, with their own personal histories and therefore voices being hijacked by what the experts know about them.


id: acoj-60
author: Nguyen, Huyen Uyen Nhi; Duong, Ly Nhat Tam
date: 2021
pages: 12
extension: .pdf
mime: application/pdf
words: 5671
sentence: 328
flesch: 53
cache: cache/acoj-60.pdf
txt: txt/acoj-60.txt
title:
  The Challenges of E-learning Through Microsoft Teams for EFL Students at Van Lang University in COVID-19

summary:
  Tamm (2019) found that e-learning means the learners use products of technology to acquire knowledge. Key words: E-learning, Microsoft Teams, chanllenges, undergraduates, EFL students, Covid-19.


id: acoj-132
author: Dennis, Nutprapha K.
date: 2013
pages: 8
extension: .pdf
mime: application/pdf
words: 4330
sentence: 274
flesch: 53
cache: cache/acoj-132.pdf
txt: txt/acoj-132.txt
title:
  Integration of a blended e-learning application for teaching English at a local university in Thailand

summary:
  Blended e-Learning is integrating online learning technology to replace classroom activities which formerly required 100% of the instructors time or workbooks or other printed materials. It is a user-friendly tool to create E-learning or a course online for English teachers and it is easy for students to download learning resources.


id: acoj-94
author: Hoang, To Thu Dung; Tran, Quang Hai
date: 2021
pages: 18
extension: .pdf
mime: application/pdf
words: 7498
sentence: 419
flesch: 53
cache: cache/acoj-94.pdf
txt: txt/acoj-94.txt
title:
  Changes in Students' Experiences and Perceptions towards E-learning at Hoa Sen University during Covid-19 Pandemic

summary:
  As a result, students' perspectives and experiences with online learning are becoming more relevant, necessitating additional research. Online learning may also be seen as a tool for using technology to make the teaching-learning process more student- centered, innovative, and adaptable (Singh & Thurman, 2019).


id: acoj-131
author: Budhrani, Kiran S.; Espiritu, Jose Lloyd D.
title: Online Vocational Education: A Philippine Experience
date: 2013
pages: 8
extension: .pdf
mime: application/pdf
words: 3046
sentence: 178
flesch: 50
cache: cache/acoj-131.pdf
txt: txt/acoj-131.txt
summary:
  To fit the online delivery mode, courses that are typically 6-24 months long will have to be have to be redesigned and broken down to fit a 2 to 4 week micro-course focused on one job. Assessing the limitations of e-learning technologies and the nature of TVET courses, it is acknowledge that not all content in the current TESDA courses can be placed online.


id: acoj-110
title: Quizlet as a Tool for Enhancing Autonomous Learning of English Vocabulary
date: 2021
pages: 16
extension: .pdf
mime: application/pdf
words: 6154
sentence: 360
flesch: 56
cache: cache/acoj-110.pdf
txt: txt/acoj-110.txt
author:
  Nguyen, Thanh Thuy; Nguyen, Dinh Tri; Nguyen, Dang Le Quoc Khanh; Mai, Huy Hoang; Le, Thi Thanh Xuan

summary:
  This is the same with Setiawan & Wiedarti's study (2020) because it also demonstrates students can be quickly distracted when they study Quizlet vocabulary. New Quizlet Feature Lets Students Customize Study Materials with Pictures.


id: acoj-109
author: Pham, Thi Thanh Thuy; Ha, Hong Nga
title: Cultural Groups of Words in EFL Coursebooks and Pedagogical Implications
date: 2022
pages: 12
extension: .pdf
mime: application/pdf
words: 5023
sentence: 287
flesch: 56
cache: cache/acoj-109.pdf
txt: txt/acoj-109.txt
summary:
  Cultural words are among the enormous range of vocabulary on diverse topics. The key research methods include describing and analyzing the structure and meaning of cultural words in EFL coursebooks.


id: acoj-141
author: Basim M. Abubaker Faraj, Basim M. Abubaker
date: 2014
pages: 3
extension: .pdf
mime: application/pdf
words: 1491
sentence: 68
flesch: 54
cache: cache/acoj-141.pdf
txt: txt/acoj-141.txt
title:
  Designing a web-based English language program for new-coming university students (English for University)

summary:
  Significantly, it is highly expected that all students have the same level of difficulty dealing with academic language skills. Each section has additional materials and exercises for students to enhance a specific language skill.


id: acoj-133
author: Le, Huong Hoa; Le, Thi Hong Duyen
title: Applying mind maps as a teaching and learning strategy for ESP
date: 2013
pages: 5
extension: .pdf
mime: application/pdf
words: 2556
sentence: 135
flesch: 58
cache: cache/acoj-133.pdf
txt: txt/acoj-133.txt
summary:
  Though the importance of ESP teaching has come to be realized after long being ignored, the practice has not been quite satisfied (Dudley-Evans, 1998). In fact, ESP is still in the beginning period and many efforts have been made by researchers, educators, trainers and teachers in order to find better ways as well as initiatives to facilitate ESP teaching and learning.


id: acoj-147
author: Lian, Ania
title: Editor’s Foreword
date: 2014
pages: 2
extension: .pdf
mime: application/pdf
words: 670
sentence: 30
flesch: 42
cache: cache/acoj-147.pdf
txt: txt/acoj-147.txt
summary:
  Regarding the students, researchers looked at the different skills and attributes that appear to be characteristic of successful ESL students studying at a distance. Among the tools described by the researchers were mind maps; webquests in English for Specific Purposes; website building applications used to teach a variety of relevant skills; simple and yet extremely innovative strategies for working with video and sound in order to improve comprehension, listening and pronunciation of ESL students.


id: acoj-101
author: Dau, Thi Thanh Luy
date: 2021
pages: 21
extension: .pdf
mime: application/pdf
words: 9082
sentence: 419
flesch: 52
cache: cache/acoj-101.pdf
txt: txt/acoj-101.txt
title:
  Remote Teaching amid the Covid-19 Pandemic in Vietnam: Primary School EFL Teachers’ Practices and Perceptions 

summary:
  Keywords: remote teaching, perceptions, challenges, primary school teachers, pandemic 1. The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia.


id: acoj-143
author: Le, Huong Hoa; Le, Thi Hong Duyen
title: Applying mind–maps as a teaching and learning strategy to English for Special Purposes (ESP)
date: 2014
pages: 6
extension: .pdf
mime: application/pdf
words: 2493
sentence: 141
flesch: 58
cache: cache/acoj-143.pdf
txt: txt/acoj-143.txt
summary:
  The present study, as an attempt to integrate mind-map context in ESP, has focused on the extent to which mind-map context can enhance ESP reading comprehension of university students. Finding revealed that it could be cogently argued that this strategy do aid ESP reading comprehension of university students.


id: acoj-90
author: Pham, Ngoc Kim Tuyen
date: 2021
pages: 33
extension: .pdf
mime: application/pdf
words: 12799
sentence: 561
flesch: 47
cache: cache/acoj-90.pdf
txt: txt/acoj-90.txt
title:
  Vietnamese Students’ Perspectives on Online Micro-Teaching (OMT) as a Technique in English Teacher Education in the 4.0 Era

summary:
  http://eoi.citefactor.org/10.11251/acoj.13.01.003 mailto:pnkimtuyen@hcmussh.edu.vn http://eoi.citefactor.org/10.11251/acoj.13.01.003 ACOJ- ISSN 1936-9859 AsiaCALL Online Journal Vol. 13; No. 1; 2022 41 In Ho Chi Minh City, Vietnam, several institutions offer English Teacher Education programs, most of which embed micro-teaching as part of the training process for preservice teachers or student teachers. To that end, OMT needs to be studied to provide student teachers teaching practice opportunities but also help familiarize themselves with teaching online.


id: acoj-115
author: Bui, Thi Kim Loan
title: The Challenges of Online Writing Learning via Microsoft Teams
date: 2021
pages: 18
extension: .pdf
mime: application/pdf
words: 4927
sentence: 283
flesch: 55
cache: cache/acoj-115.pdf
txt: txt/acoj-115.txt
summary:
  The results showed that 27.1% of the participants strongly agreed and agreed on health problems brought by online writing learning. They believed that online writing learning required strong self-motivation of EFL learners.


id: acoj-113
author: Dinh, Dac Phat
title: On the Shift of Parts of Speech in Prepositional Meaning in English-Vietnamese Translation
date: 2022
pages: 14
extension: .pdf
mime: application/pdf
words: 5566
sentence: 346
flesch: 66
cache: cache/acoj-113.pdf
txt: txt/acoj-113.txt
summary:
  Abstract Exploring the shift in meanings of translating prepositions from English to Vietnamese, the study, besides analyzing the cases of the changes in meanings of prepositions, aims to discuss a general variety of meanings of English prepositions. In short, to use English prepositions when translating from English to Vietnamese correctly, learners need to know the phenomena of prepositional meaning change when translating from English to Vietnamese, as well as the phenomenon of multiple meanings of a preposition in different contexts.


id: acoj-129
date: 2022
pages: 13
extension: .pdf
mime: application/pdf
words: 5794
sentence: 275
flesch: 48
cache: cache/acoj-129.pdf
txt: txt/acoj-129.txt
author:
  Esparrago-Kalidas, Adeva Jane; Manla, Edralin; Halibas, Shein Jay; Armeñon, Mailyn; Vuelban, Alexis Marie; Aporillo, Jean Mika

title:
  Using Flipgrid as an Interactive Application to Improve Filipino Students’ Engagement in Language Flexi-Learning

summary:
  One of the ways that teachers can improve student engagement is through the use of interactive applications like Flipgrid. Using VoiceThread as a discussion platform to enhance student engagement in a hospitality management online course.


id: acoj-136
author: Nguyen, Thi Thu
title: The WEBQUEST – An Effective Web-based Tool for Teaching ESP to English Non-Major Students
date: 2013
pages: 11
extension: .pdf
mime: application/pdf
words: 5214
sentence: 256
flesch: 53
cache: cache/acoj-136.pdf
txt: txt/acoj-136.txt
summary:
  In addition to the benefits just cited, the Internet provides the resources necessary to carry out authentic projects and analysis, and thus develop the communicative competence of ESP students. Abstract The need to enhance technical literacy among students and the focus on content-based instruction as the most appropriate method to learn and construct knowledge have resulted in the development of activities to corporate the Internet into the classroom.


id: acoj-111
author: Tran, The Phi; Nguyen, Trinh To Anh
date: 2022
pages: 20
extension: .pdf
mime: application/pdf
words: 5475
sentence: 335
flesch: 49
cache: cache/acoj-111.pdf
txt: txt/acoj-111.txt
title:
  Online education at Saigon University during the COVID-19 pandemic: A survey on non-English major college students’ attitudes towards learning English 

summary:
  Research Questions Considering the present situation and previous research, our study intends to uncover the EFL students' attitudes and the challenges towards the implementation of English online education. Students in this research had good opinions regarding online English learning using the LMS Moodle, despite it being their first time using Moodle.


id: acoj-137
author: Pineda, Maria Victoria
date: 2013
pages: 10
extension: .pdf
mime: application/pdf
words: 3763
sentence: 233
flesch: 58
cache: cache/acoj-137.pdf
txt: txt/acoj-137.txt
title:
  Personal Learning Networks (PLNs) as an approach to understanding the rhizomatic learning connections of 21st century students

summary:
  Developing 21 st century skills through the use of student personal learning networks. This study aimed to uncover the many web and social sources of information and knowledge of the students through the use of personal learning networks (PLNs).


id: acoj-102
author: Le, Phuong Nhi; Vu, Hoang Mai Linh; Tran, Minh Nhat
date: 2021
pages: 29
extension: .pdf
mime: application/pdf
words: 9832
sentence: 519
flesch: 54
cache: cache/acoj-102.pdf
txt: txt/acoj-102.txt
title:
  Improving EFL Students' Intonation In-Text Using Shadowing Technique with the Implementation of Google Text-to-Speech

summary:
  In fact, practically speaking, of all the techniques prevalently implemented in intonation training, shadowing is gaining greater ACOJ- ISSN 1936-9859 AsiaCALL Online Journal Vol. 13; No. 1; 2022 101 support than ever and contributing considerably to the second language teaching as well as acquisition. Despite its own failure to maintain researchers' interest over the last two decades, shadowing technique is currently intensively delved into and manifests itself in an abundance of research schemes into the field of intonation training worldwide.


id: acoj-127
author: Nguyen, Huyen Uyen Nhi; Duong, Ly Nhat Tam; Pham, Vu Phi Ho
date: 2022
pages: 21
extension: .pdf
mime: application/pdf
words: 8668
sentence: 423
flesch: 54
cache: cache/acoj-127.pdf
txt: txt/acoj-127.txt
title:
  Written Corrective Feedback Strategies Applied by Van Lang University’s EFL Lecturers in Teaching Online

summary:
  They used Ellis's typology and Borg's theory to investigate the strategies used by second language teachers in correcting and giving feedback on student writing tests. Keywords: Written corrective feedback, WCF strategies, writing, online platform, EFL lecturers 1.


id: acoj-139
author: Tran, Thi Thom
title: Building Classroom Games via Multimedia
date: 2013
pages: 11
extension: .pdf
mime: application/pdf
words: 4606
sentence: 284
flesch: 68
cache: cache/acoj-139.pdf
txt: txt/acoj-139.txt
summary:
  This website is the place where English language teachers exchange resources: worksheets, lesson plans, activities, etc. As such, “Building classroom games via multimedia” has been chosen as the topic for this paper.


id: acoj-105
author: Pham, Thi Tuan
date: 2022
pages: 18
extension: .pdf
mime: application/pdf
words: 6944
sentence: 454
flesch: 68
cache: cache/acoj-105.pdf
txt: txt/acoj-105.txt
title:
  Promoting Students’ Autonomy in Online Classes: A Study on First-Year Non-English Major Students at Thuongmai University

summary:
  4.1 The use of IT tools in online English classes for first-year non-English major students at Thuongmai University An investigation into the general situation of online classes for first-year non-English major students at Thuongmai University was conducted. Responses to the questions on the use of IT tools used during or after online classes show that teachers from the two classes employed a variety of IT techniques in their teaching, which are illustrated as follows: Table 1: The frequency of IT tools used in online English classes Technologies Always Often Sometimes Rarely Never Zoom technologies 1.


id: acoj-145
author: Rahimi, Ali; Bigdeli, Rouhollah Askari
title: ICT and EFL Students’ Self-Regulation Mastery: Educational Meat or Poison?
date: 2014
pages: 10
extension: .pdf
mime: application/pdf
words: 5266
sentence: 300
flesch: 48
cache: cache/acoj-145.pdf
txt: txt/acoj-145.txt
summary:
  ICT contributed to culture learning regulation The integration of cultural knowledge into language learning has been emphasized and also drawn considerable attention (Hall, 1997; Damen, 1987). ICT tools are argued to be a learning tool in education in general (Md Yunus, 2007) and a great educational potential for language learning in particular (Thorne, Black, & Sykes, 2009; Zhao & Lai, 2007).


id: acoj-157
author: Hoang, To Thu Dung; Ngo, Thi Thanh Truc
title: Factors Characterizing the E-learning Experience of High School Students
date: 2022
pages: 14
extension: .pdf
mime: application/pdf
words: 5748
sentence: 380
flesch: 58
cache: cache/acoj-157.pdf
txt: txt/acoj-157.txt
summary:
  Keywords: experience, high school students, E-learning Introduction To reduce the adverse effects of the COVID-19 in the case that high school students were not fully vaccinated against COVID-19, the Ministry of Education and Training of Vietnam ordered schools at all levels to switch to online learning. Even with high school students in industrialized nations where online learning is fast expanding, there was still 10% of high school students with no experience in e-learning (Barbour & LaBonte, 2017).


id: acoj-138
author: Snell, Robert
title: Inquiry into enhancing reflective learning in an online language course
date: 2013
pages: 10
extension: .pdf
mime: application/pdf
words: 5027
sentence: 239
flesch: 50
cache: cache/acoj-138.pdf
txt: txt/acoj-138.txt
summary:
  This is supported by the absence of student questions directed to the teaching assistant. Initial student feedback at this stage consists of informal interviews and user statistics from a small sample of Chinese students.


id: acoj-140
author: Wu, Pin-hsiang Natalie; Chuang, Wan-ting
title: L2 CMC Motivation in Task-based Computer-mediated Communications
date: 2013
pages: 5
extension: .pdf
mime: application/pdf
words: 2849
sentence: 152
flesch: 42
cache: cache/acoj-140.pdf
txt: txt/acoj-140.txt
summary:
  Among Message factors, expressiveness is especially related to L2 CMC Motivation. Besides, Yashima’s consideration for specific items included in International Posture had also been included, termed Attitudes toward Online Cultural Exchange, for the path from attitudes toward cross-cultural interaction is significant to L2 CMC Motivation.


id: acoj-80
author: Tran, Thi My Linh; Nguyen, Thi Thanh Ha
title: The Impacts of Technology-based Communication on EFL Students’ Writing
date: 2021
pages: 23
extension: .pdf
mime: application/pdf
words: 9994
sentence: 572
flesch: 49
cache: cache/acoj-80.pdf
txt: txt/acoj-80.txt
summary:
  There was an improvement in student writing performance. Fourthly, post-test data revealed that online writing students still struggled with the greatest difficulties in word choice.


id: acoj-156
author: Lian, Andrew
title: Where to from here? Generating the New Normal in this Extraordinary Century
date: 2022
pages: 8
extension: .pdf
mime: application/pdf
words: 3982
sentence: 197
flesch: 56
cache: cache/acoj-156.pdf
txt: txt/acoj-156.txt
summary:
  Sometimes this way of doing things worked and people felt good and sometimes it did not work and people felt bad – this had an impact on attitudes toward technology post-Covid-19. Its contribution to language education is already making itself felt.


id: acoj-144
author: Nguyen, Thi Thu
title: Webquest – an effective web-based tool For teaching ESP to English non-majored students
date: 2014
pages: 11
extension: .pdf
mime: application/pdf
words: 5182
sentence: 286
flesch: 57
cache: cache/acoj-144.pdf
txt: txt/acoj-144.txt
summary:
  In addition to the benefits just cited, the Internet provides the resources necessary to carry out authentic projects and analysis, and thus develop the communicative competence of ESP students. It will be suggested that WebQuest is an effective way to improve students’ reading competence.


id: acoj-75
author: Ly, Thi Ngoc Linh; Nguyen, Thi Lam; Nguyen, Huu Ngoc
title: Using E-Learning Platforms in Online Classes: A Survey on Tertiary English Teachers' Perceptions
date: 2021
pages: 20
extension: .pdf
mime: application/pdf
words: 7476
sentence: 387
flesch: 51
cache: cache/acoj-75.pdf
txt: txt/acoj-75.txt
summary:
  Keywords: E-learning platforms, online classrooms, tertiary English teachers’ perceptions 1. While teachers in traditional classrooms can perform teaching activities through direct interactions with students, in online classes, they have to use e-learning platforms to reap the ultimate effectiveness of an online-delivered lesson (Schulten, 2020).


id: acoj-66
author: Ndoricimpa, Clément; Barad, Dilip P.
date: 2021
pages: 22
extension: .pdf
mime: application/pdf
words: 12232
sentence: 577
flesch: 46
cache: cache/acoj-66.pdf
txt: txt/acoj-66.txt
title:
  Does online instruction in discourse conventions of literary analysis affect L2 students’ critical stance in academic writing? A longitudinal study: A longitudinal study

summary:
  Therefore, the significant decrease in the use of graduation resources of force presumably suggest that the teaching and learning methods employed in the online instruction impacted students’ ability to construe a less compelling and forceful evaluative meaning. 4.1.3. These findings have far-reaching implications for the use of online mode to make explicit the discourse conventions of literary criticism to L2 students.


id: acoj-166
author: Truong, Ngoc Khanh Van; Le, Quang Thao
date: 2022
pages: 25
extension: .pdf
mime: application/pdf
words: 9840
sentence: 594
flesch: 58
cache: cache/acoj-166.pdf
txt: txt/acoj-166.txt
title:
  Utilizing YouTube to Enhance English Speaking Skill: EFL Tertiary Students’ Practices and Perceptions

summary:
  In conclusion, YouTube supplements students’ learning (Roodt & De Villiers, 2011; Tan & Pearce, 2012) and improves their overall performance in speaking (Jati, Saukah & Suryati, 2019). Speaking skills Speaking is an important skill to communicate in a language that must be mastered by learners studying English.


id: acoj-155
author: Tran, Thi Yen Nhi; Nguyen, Thu Nguyet Minh
date: 2022
pages: 15
extension: .pdf
mime: application/pdf
words: 4154
sentence: 219
flesch: 52
cache: cache/acoj-155.pdf
txt: txt/acoj-155.txt
title:
  Implementing the Flipped Learning Comprehensive Model (FLCM) through Basic Informatics Course, Van Lang University, 2021 – 2022

summary:
  It is found that the student's learning time with training methods, content and organization of digital content in semester 2, the duration of student learning increased by 124% compared to that of learning. After that, we evaluate the growth in student learning activities on the LMS Moodle.


id: acoj-167
author: Andrew, Lian
date: 2022
pages: 6
extension: .pdf
mime: application/pdf
words: 3047
sentence: 148
flesch: 56
cache: cache/acoj-167.pdf
txt: txt/acoj-167.txt
title:
  Hidden impacts and stereotypes of technology in language learning: 2nd Presidential Keynote Address – 18th AsiaCALL International Conference

summary:
  Hidden impacts and stereotypes of technology in language learning? AsiaCALL International Conference Andrew Lian1* 1 Suranaree University of Technology, Thailand 1 Ho Chi Minh City Open University, Vietnam 1 University of Canberra, Australia *Corresponding author’s email: andrew.lian@andrewlian.com * https://orcid.org/0000-0002-5812-3017 https://doi.org/10.54855/acoj.221341 Keywords: stereotype, language learning, technology, social networking This is a short reflective piece consisting of two parts.


id: acoj-154
author: Ng, Yim San; Ranti, Abegunde Theophilus
date: 2022
pages: 12
extension: .pdf
mime: application/pdf
words: 4658
sentence: 266
flesch: 50
cache: cache/acoj-154.pdf
txt: txt/acoj-154.txt
title:
  The Effects of MS PowerPoint on Students at a Malaysian University in the English for Professionals (EFP) Classrooms

summary:
  Section 2 examined respondents' perceptions of lecturers' use of MS PowerPoint presentations in the classroom, while Section 3 examined the impact of MS PowerPoint on learning. More than three-quarters of the respondents said that MS PowerPoint presentations were easy to follow.


id: acoj-146
author: Yantraprakorn, Phuttharaksa; Darasawang, Pornapit; Wiriyakarun, Pamararat
title: The Attributes of Successful Distance Language Learner
date: 2014
pages: 9
extension: .pdf
mime: application/pdf
words: 5815
sentence: 332
flesch: 59
cache: cache/acoj-146.pdf
txt: txt/acoj-146.txt
summary:
  While successful distance language learners set learning goals, the unsuccessful ones set performance goals to pass the course and to get high scores to prove that they have writing ability. While successful distance language learners set both types of goals to gain knowledge and develop writing skills, the unsuccessful ones set only performance goals to get the highest scores.


id: acoj-163
author: Vidal, Malyn Pahuyo
date: 2022
pages: 25
extension: .pdf
mime: application/pdf
words: 11801
sentence: 592
flesch: 40
cache: cache/acoj-163.pdf
txt: txt/acoj-163.txt
title:
  Effectiveness of Multimedia and Text-Based Reading Approaches to Grade 10 Students’ Reading Comprehension Skills

summary:
  Furthermore, Saed et al. (2018) looked at the influence of multimedia tools via video technology on developing reading comprehension skills and found that they had a substantial impact on reading comprehension. They generally believed that reading should be approached straightforwardly, whereas text-based reading is accustomed to using print-based materials to promote reading comprehension skills.


id: acoj-142
author: Gaudette, Kevin
title: Facilitating the Switch to Asia-wide EAL Dialogues: Wikinomics/English Corners-Meetups/WeCHAT
date: 2014
pages: 13
extension: .pdf
mime: application/pdf
words: 6330
sentence: 342
flesch: 49
cache: cache/acoj-142.pdf
txt: txt/acoj-142.txt
summary:
  Learn English Meetup groups, with 51,272 members, in 146 cities in 31 countries. For some 30 years, English Corners have been spreading in China, and now are also developing elsewhere in Asia.


id: acoj-46
author: Editor, Managing
title: Abstracts from the 17th AsiaCALL International Conference and VLTESOL: AsiaCALL2021 & VLTESOL
date: 2021
pages: 120
extension: .pdf
mime: application/pdf
words: 42398
sentence: 1695
flesch: 52
cache: cache/acoj-46.pdf
txt: txt/acoj-46.txt
summary:
  2020 NGUYEN THU NGUYET MINH1* , TREN THI YEN NHI2 , DO THANH TÙNG3 , NGUYEN QUOC HUY4 1,2,3,4Van Lang University Vietnam Corresponding author’s email: minh.ntn@vlu.edu.vn Abstract Basic Computer Department, Van Lang University implemented Elearning from 2017 to 2020, divided into 3 phases, from level 2 to level 4 of Elearning training. The Need Of Applying English Learning Apps To Help Van Lang University Students Improve Their Spoken English Performance Luu Le Phuong Thanh, Nguyen Thi Ngoc Qui, Vo Nguyen Thai Thanh, Nguyen Minh


id: acoj-124
author: Editor, Managing
date: 2021
pages: 168
extension: .pdf
mime: application/pdf
words: 53368
sentence: 2143
flesch: 41
cache: cache/acoj-124.pdf
txt: txt/acoj-124.txt
title:
  Abstracts of the 18th AsiaCALL International Conference at Hoa Sen University, Ho Chi Minh City, Vietnam

summary:
  The sociological investigation method was carried out through an online survey of Hue University students. The findings are expected to provide more insights into the degree of student engagement in English online learning in higher education, thus call for more effort to be exerted in seeking appropriate strategies to promote Vietnamese EFL graduates’ engagement in their e-learning. KEYWORDS:


# adr

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address:
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id: acoj-3
address:
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# url

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lemma:
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lemma:
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lemma:
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lemma:
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id: acoj-39
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lemma:
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lemma:
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id: acoj-33
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lemma:
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lemma:
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id: acoj-46
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id: acoj-46
sid: 658
tid: 21
pos: PROPN
token:
  .....................................................................................................................................................

lemma:
  .....................................................................................................................................................


id: acoj-46
sid: 661
tid: 21
pos: PUNCT
token:
  .......................................................................................................................

lemma:
  .......................................................................................................................


id: acoj-46
sid: 663
tid: 18
pos: PUNCT
token:
  ..............................................................................................................................................................

lemma:
  ..............................................................................................................................................................


id: acoj-46
sid: 665
tid: 14
pos: PROPN
token:
  ............................................................................................................................................................

lemma:
  ............................................................................................................................................................


id: acoj-46
sid: 668
tid: 13
pos: PUNCT
token:
  ...............................................................................................................................................

lemma:
  ...............................................................................................................................................


id: acoj-46
sid: 670
tid: 20
pos: PUNCT
token:
  ...................................................................................................................................................................

lemma:
  ...................................................................................................................................................................


id: acoj-46
sid: 674
tid: 24
pos: PROPN
token:
  ..............................................................................................................................................

lemma:
  ..............................................................................................................................................


id: acoj-46
sid: 676
tid: 22
pos: PROPN
token:
  ..............................................................................................................................

lemma:
  ..............................................................................................................................


id: acoj-46
sid: 678
tid: 14
pos: PUNCT
token:
  .....................................................................................................................................................................

lemma:
  .....................................................................................................................................................................


id: acoj-46
sid: 679
tid: 19
pos: PROPN
token:
  .....................................................................................................

lemma:
  .....................................................................................................


id: acoj-46
sid: 681
tid: 19
pos: PROPN
token:
  ...............................................................................................................................................................

lemma:
  ...............................................................................................................................................................


id: acoj-46
sid: 683
tid: 22
pos: PROPN
token:
  .....................................................................................................................

lemma:
  .....................................................................................................................


id: acoj-46
sid: 686
tid: 18
pos: PUNCT
token:
  ................................................................................................................................

lemma:
  ................................................................................................................................


id: acoj-46
sid: 687
tid: 22
pos: PUNCT
token:
  ....................................................................................................................................

lemma:
  ....................................................................................................................................


id: acoj-46
sid: 688
tid: 12
pos: PROPN
token:
  ......................................................................................................................................................................

lemma:
  ......................................................................................................................................................................


id: acoj-46
sid: 694
tid: 24
pos: PROPN
token:
  .........................................................................................................

lemma:
  .........................................................................................................


id: acoj-46
sid: 696
tid: 26
pos: PUNCT
token:
  ...............................................................................................................................

lemma:
  ...............................................................................................................................


id: acoj-46
sid: 703
tid: 1
pos: PROPN
token:
  ......................................................................................................................................

lemma:
  ......................................................................................................................................


id: acoj-46
sid: 704
tid: 28
pos: PUNCT
token:
  ............................................................................................................

lemma:
  ............................................................................................................


id: acoj-46
sid: 705
tid: 22
pos: PROPN
token:
  ........................................................................................................

lemma:
  ........................................................................................................


id: acoj-46
sid: 707
tid: 21
pos: PROPN
token:
  ..........................................................................................................................................

lemma:
  ..........................................................................................................................................


id: acoj-46
sid: 711
tid: 22
pos: PUNCT
token:
  ..........................................................................................................................

lemma:
  ..........................................................................................................................


id: acoj-46
sid: 713
tid: 22
pos: PUNCT
token:
  ......................................................................................................................

lemma:
  ......................................................................................................................


id: acoj-46
sid: 722
tid: 22
pos: PUNCT
token:
  ....................................................................................................................

lemma:
  ....................................................................................................................


id: acoj-46
sid: 728
tid: 28
pos: PUNCT
token:
  .................................................................................................................

lemma:
  .................................................................................................................


id: acoj-46
sid: 734
tid: 26
pos: NUM
token:
  ......................................................................................................................................................

lemma:
  ......................................................................................................................................................


id: acoj-46
sid: 737
tid: 24
pos: PUNCT
token:
  ....................................................................................................................................................................

lemma:
  ....................................................................................................................................................................


id: acoj-46
sid: 739
tid: 28
pos: PUNCT
token:
  ................................................................................................................

lemma:
  ................................................................................................................


id: acoj-46
sid: 743
tid: 29
pos: PUNCT
token:
  ............................................................................................................................

lemma:
  ............................................................................................................................


id: acoj-46
sid: 761
tid: 21
pos: PUNCT
token:
  ...........................................................................................................................................................................

lemma:
  ...........................................................................................................................................................................


id: acoj-46
sid: 763
tid: 28
pos: PUNCT
token:
  ...........................................................................................................................................

lemma:
  ...........................................................................................................................................


id: acoj-46
sid: 765
tid: 26
pos: PUNCT
token:
  ..........................................................................................................

lemma:
  ..........................................................................................................


id: acoj-46
sid: 767
tid: 24
pos: PROPN
token:
  ...................................................................................................................................

lemma:
  ...................................................................................................................................


id: acoj-46
sid: 768
tid: 16
pos: PROPN
token:
  ..................................................................................................................................................................

lemma:
  ..................................................................................................................................................................


id: acoj-46
sid: 770
tid: 19
pos: PUNCT
token:
  .........................................................................................................................................................

lemma:
  .........................................................................................................................................................


id: acoj-46
sid: 772
tid: 20
pos: PROPN
token:
  .................................................................................................................................................................

lemma:
  .................................................................................................................................................................


id: acoj-46
sid: 787
tid: 19
pos: PROPN
token:
  ............................................................................................................................................................................

lemma:
  ............................................................................................................................................................................


id: acoj-46
sid: 794
tid: 18
pos: PUNCT
token:
  ................................................................................................................................................................................

lemma:
  ................................................................................................................................................................................


id: acoj-46
sid: 795
tid: 5
pos: PROPN
token:
  ................................................................................................................................................................

lemma:
  ................................................................................................................................................................


id: acoj-46
sid: 800
tid: 17
pos: PROPN
token:
  .....................................................................................................................................

lemma:
  .....................................................................................................................................


id: acoj-46
sid: 802
tid: 12
pos: PUNCT
token:
  ...........................................................................................................................................................

lemma:
  ...........................................................................................................................................................


id: acoj-46
sid: 811
tid: 28
pos: PUNCT
token:
  .............................................................................................................................................

lemma:
  .............................................................................................................................................


id: acoj-46
sid: 814
tid: 22
pos: PUNCT
token:
  ................................................................................................................................................

lemma:
  ................................................................................................................................................


id: acoj-46
sid: 827
tid: 27
pos: PROPN
token:
  ...........................................................................................................

lemma:
  ...........................................................................................................


id: acoj-46
sid: 831
tid: 23
pos: PROPN
token:
  ......................................................................................................

lemma:
  ......................................................................................................


id: acoj-124
sid: 56
tid: 46
pos: PROPN
token:
  .........................................................................................................................................

lemma:
  .........................................................................................................................................


id: acoj-124
sid: 58
tid: 17
pos: PROPN
token:
  ..................................................................................................................................

lemma:
  ..................................................................................................................................


id: acoj-124
sid: 67
tid: 25
pos: PUNCT
token:
  ...............................................................................................................

lemma:
  ...............................................................................................................


id: acoj-124
sid: 82
tid: 19
pos: PUNCT
token:
  ..................................................................................................................................................

lemma:
  ..................................................................................................................................................


id: acoj-124
sid: 89
tid: 3
pos: PROPN
token:
  .............................................................................................................................

lemma:
  .............................................................................................................................


id: acoj-124
sid: 110
tid: 26
pos: PROPN
token:
  .........................................................................................................................

lemma:
  .........................................................................................................................


id: acoj-124
sid: 122
tid: 21
pos: PROPN
token:
  .................................................................................................................................

lemma:
  .................................................................................................................................


id: acoj-124
sid: 132
tid: 41
pos: PUNCT
token:
  ....................................................................................................

lemma:
  ....................................................................................................


id: acoj-124
sid: 134
tid: 26
pos: PUNCT
token:
  .......................................................................................................................................

lemma:
  .......................................................................................................................................


id: acoj-124
sid: 167
tid: 4
pos: PROPN
token:
  ..................................................................................................................

lemma:
  ..................................................................................................................


id: acoj-124
sid: 176
tid: 16
pos: PUNCT
token:
  ...................................................................................................................

lemma:
  ...................................................................................................................


id: acoj-124
sid: 182
tid: 3
pos: PUNCT
token:
  .......................................................................................................

lemma:
  .......................................................................................................


