(các nhiệm vụ cấp quốc gia, cấp bộ và tương đương, cấp cơ sở)



Nội dung

Đơn vị chủ trì,

Tác giả

Tóm tắt nội dung

Ghi chú


Bài báo, công bố, giải pháp, kiến nghị, ấn phẩm khoa học



Ghi rõ các bài báo được đăng trên các tạp chí quốc tế trong danh sách ISI, Scopus

  * Các nhiệm vụ Khoa học từ nguồn kinh phí đề tài cấp cơ sở 2016


Factors inhibiting teachers from research engagement: A review

Phương Hoàng Yến


Teachers’ research capacity has long been considered an important component that contributes to their own professional development as well as teaching practice. Specifically, teaching effectiveness will be improved significantly when teaching is integrated with research activities (Healey, 2005). However, various factors have prevented teachers from involving in as well as conducting research activities. Basing on existing literature, the current study reviews five common factors that prevent language teachers from research engagement. These factors include non-collaborative school culture; limitations in teachers’ awareness, beliefs, skills and knowledge; limited resources; demotivators and economic factors.

Tạp chí Khoa học Trường Đại học Cần Thơ (đã duyệt đang chờ đăng).


English lecturers’ perceptions and practices of research engagement: the case of can tho university

Phương Hoàng Yến


Engaging in research has been claimed to bring lecturers various benefits regarding their teaching and professional development. In Vietnam, lecturers have been mobilized to engage in research via various regulations and degrees by the government. However, not many English lecturers engage in research. The current study was conducted with fifty-six English lecturers from Can Tho University (CTU) to explore their perceptions and practices of research engagement. The results of the study revealed their positive but technical perceptions and moderate levels of research engagement. From the survey results, suggestions for promoting research engagement among English lecturers would be discussed.

Tạp chí Khoa học Trường Đại học Cần Thơ (đã duyệt đang chờ đăng).


  * Các nhiệm vụ Khoa học từ nguồn kinh phí khác – Bài báo trong nước




Phương Hoàng Yến

Over the past two decades, there has been an increasing emphasis on independent learning and students have been encouraged to take personality for their studies. In that context, self-regulation is seen as a vital ingredient to performance in educational setting ( Zimmerman, 1990, 2000; Wolters and Rosenthal, 2000). How to promote students’ self-regulated learning is a crucial question among educators since SRL does not take place automatically (Winne, 2005) and is not easily induced (Struyven et al., 2006). Therefore, research about the conditions that facilitate SRL attracts greater attention (Richardson, 2001). As such an attempt, the current empirical study investigates the extent to which task-based language teaching (TBLT) can help Vietnamese students increase the use of self-regulated learning strategies in a writing classroom. Sixty-nine students were instructed to write descriptive and argumentative paragraphs under task-based learning condition during a period of ten weeks. Results show that students significantly improved their overall scores of self-regulatory writing strategies, especially their scores of personal self-regulation.

Journal of Can tho University (đã chấp thuận, đang chờ đăng).





Challenges of shifting to task-based language teaching: A story from a Vietnamese teacher.

Phương Hoàng Yến (2016)

Task-based language teaching (TBLT) is currently being introduced throughout Asia and has emerged as a central concept from a study of curriculum guidelines and syllabi in the Asia Pacific countries (Nunan, 2006). In some countries such as China, Taiwan, Hong Kong, TBLT has been strongly promoted in English language education policies (Butler, 2011). However, in practice, recent research shows that Asian teachers still prefer long-standing presentation- practice-production (PPP) (Tang, 2004Tong, 2005). In that context, this case study used diary methods and stimulated recall interviews to investigate specific obstacles that a Vietnamese teacher had to overcome when implementing TBLT in her writing classroom while she had more knowledge of and experience with PPP. Teaching one undergraduate class of writing under task-based instruction and another under more teacher-directed instruction – PPP for one semester, the teacher had a lot to tell about the challenges she faced when implementing TBLT.

Journal of Can tho University ( 02) 37-45.




A phenomenological study of challenges encountered by mountainous high school students in Vietnam.

Lê Thị Hồng Cẩm, Phương Hoàng Yến

English writing skills have received considerable attention from Vietnamese Ministry of Education and Training with their decision of involving the skills in the national examination for General Certificate of Secondary Education (GCSE) for the past two years. However, many high school students in mountainous areas in Vietnam are encountering challenges of writing in English, which results in their low marks in writing tests, or even their avoidance of writing assignments. With such phenomenon, this paper aims at investigating challenges that high school students in mountainous areas encounter in English writing. This is a descriptive survey with a 5-point Likert scale questionnaire. To collect research data, the sample of the study includes five hundred twenty Grade 12 students from three high schools in mountainous areas, Vietnam. The results of the study revealed that high school students in mountainous areas encountered many challenges related to English writing. It is obviously proved that poor spelling, inadequate mastery of grammatical structures, the first language interference, lack of vocabulary, and poor understanding of a well- organized presentation are the most common challenges. The study will be the first step to assist high school teachers to achieve in-depth understanding of students’ challenges in English writing as well as to prepare for the textbook changes in Vietnam in 2018.

Journal of Can tho University (đã chấp thuận, đang chờ đăng).




Effects of peer feedback on Facebook on high school students’ writing performance and attitudes.

Phương Hoàng Yến, Nguyễn Thị Quế Phương (2016).

Social media have become more and more popular all around the world especially among adolescents and this is not an exception in Vietnam. Studies have been conducted to explore the advantages that social media can bring to foreign language classrooms. However, few studies investigate whether peer feedback on Facebook can help students improve their writing texts in high school contexts. The current study aims to find out (1) the effects of peer feedback on Facebook on EFL students’ writing performance and (2) students’ attitudes towards the use of Facebook for peer feedback. This experimental study followed a one-group design using students’ first drafts and final drafts of two writing topics. Participants included 39 students (21 females and 18 males) of grade 11, four English teachers (2 females and 2 males) responsible for scoring ten model papers as well as the writing drafts and the researcher as the class instructor. Data collected from students’ writing scores and questionnaire indicated that students’ writing performance increased after the study and that the majority of them had positive attitudes towards the use of Facebook for peer feedback.


In proceedings of ICELT 2016 - Exploring new paths to a better future of ELT in a globalised world, pp 250-267,- Ho Chi Minh City - Oct. 2016. . 250 - 267. 




Improving English Teaching Quality via Action Research: Can Tho University English Lecturers’ Perceptions



Võ Phương Quyên


Đồng tác giả: Phương Hoàng Yến


Action research (AR) in English Language Teaching (ELT) has played a significant role in improving English teachers’ roles as well as their professional development. However, in the context of Can Tho University (CTU), there are few studies of action research on foreign language teaching especially English language. Therefore, this study aims to give a deeper insight into English language lecturers’ perceptions on improving teaching quality via action research. The study employed a mixed method to collect data. The findings revealed the positive perceptions of CTU English language lecturers on the importance of action research. However, there were certain challenges faced by these lecturers with their practices in terms of internal and external factors. As a result, the study further proposed appropriate measures to tackle such the challenges in the current context with regards to the roles of lecturers and administrators. 


Journal of Science of Can Tho University Can Tho University, Vietnam. (đã được duyệt, chờ đăng)




Promoting Mekong Delta ESL Tertiary Learner’s Speaking Competence by Social Learning Strategies


Võ Phương Quyên


Social learning strategies (SLS) have constantly been introduced to English as a second or foreign language (ESL/EFL) learners to help them become more effective in terms of enhancing their language proficiency (Oxford, 1990). Such the strategies are particularly considered as an effective approach to promote Asian learners' speaking competence as well as motivate Asian learners, who are influenced by Confucianism in which learners tend to value quietness and be less opinioned (Chou, 2004). As Kinosshita (2003) implied, in order to assist learners recognize such the power of social learning strategies educators should regularly integrate these strategies into ESL classrooms. The purpose of this research, therefore, was to present steps of an action research on integrating social learning strategies in an ESL speaking class at a Mekong Delta’s tertiary context. Thirty Vietnamese first-year tertiary ESL students participated in this action research. The results of the study suggest that a number of social learning strategies are helpful, accessible, and quite usable for improving Vietnamese ESL young learners’ speaking competence.


In proceedings of the international conference of English language teaching 2016: Exploring new paths to a better future of ELT in a globalised world, pp. 749-812, October 2016, Ho Chi Minh, Vietnam. ISBN: 978-604-73-46318




Tu từ đối chiếu: Một cơ sở lý thuyết cho nghiên cứu đối chiếu ngôn ngữ ở cấp độ diễn ngôn.

Đỗ Xuân Hải (2016)

Bài viết khái quát về tu từ đối chiếu, một lĩnh vực nghiên cứu đã được thiết lập và có mối quan tâm đến đối chiếu ngôn ngữ ở cấp độ diễn ngôn. Tuy nhiên, chúng tôi cũng lưu ý rằng những cơ sở lý thuyết này là chưa đủ và các nhà nghiên cứu có thể cần phải bổ sung một số mô hình lý thuyết từ các lĩnh vực nghiên cứu khác nữa cho đề tài cụ thể của mình.


Tạp chí Khoa học Trường Đại học Cần Thơ43, 19-25.




Tổng quan về các nghiên cứu đối chiếu cấu trúc tu từ trong phần dẫn nhập bài báo nghiên cứu

Đỗ Xuân Hải (2016)

Trong bài viết này, chúng tôi lược khảo một số nghiên cứu có liên quan và có một vài tóm tắt cũng như nhận xét tổng quan tình hình nghiên cứu đối chiếu cấu trúc tu từ trong phần dẫn nhập bài báo nghiên cứu viết bằng hai ngôn ngữ khác nhau, sử dụng các mô hình CARS của Swales (1990, 2004).

Tạp chí Khoa học Trường Đại học Cần Thơ44, 88-99.




Move structure of English-medium applied linguistics research article introductions: Further evidence for sub-disciplinary variations.

Đỗ Xuân Hải (2016)

Bài viết trình bày một nghiên cứu gần đây, sử dụng phương pháp phân tích thể loại và phân tích dựa trên khối liệu ngôn ngữ, nhằm xác nhận thêm sự khác biệt trong cấu trúc tu từ của phần dẫn nhập bài báo nghiên cứu viết bằng tiếng Anh giữa những mảng nghiên cứu khác nhau trong lĩnh vực ngôn ngữ học ứng dụng.  


International Conference Proceedings on Action Research in Language Education (pp. 99-111), Hue University Publishing House.





Xác trị bài kiểm tra năng lực đọc hiểu tiếng Anh.


Nguyễn Văn Lợi, Lê Đỗ Thái. 2016


Bài kiểm tra đọc hiểu tại một trường đại học trong khu vực ĐBSCL được xác trị thông qua xác định qui trình ra đề, đánh giá của giảng viên về tính giá trị về nội dung, mối tương quan giữa đề thi và đề thi IELTS. Kết quả cho thấy bài thi chưa đạt tính giá trị cao vì giáo viên dựa trên cảm tính, không có chỉ định cụ thể về việc ra đề thi.



Tạp chí KHCN Đại học Đà Nẵng. 10(107). 111-145.




Phát triển tư duy phê phán trong viết luận: tác động của diễn đàn thảo luận trên Facebook.


Nguyễn Văn Lợi, Phan Việt Thắng. 2016

Nghiên cứu thử nghiệm sử dụng Facebook trong việc kích thích tương tác giữa sinh viên trong bối cảnh dạy học mô viết tiếng Anh bậc đại học cho sinh viên chuyên ngữ, thông qua đó tạo cơ hội để sinh viên phát triển tư duy phân tích vấn đề. Kết quả đo lường khả năng tư duy phân tích thể hiện trong bài viết luận cho thấy sự tiến bộ của sinh viên.

Ngôn ngữ và Đời sống. 8 (250).




Promoting learner autonomy: Lesson from using project work as a supplement in English skills courses.

Nguyễn Văn Lợi. 2017.

Nghiên cứu báo cáo về kết quả ứng dụng dự án trong đào tạo các môn kỹ năng tiếng Anh cho sinh viên Sư phạm tiếng Anh tại ĐHCT. Kết quả cho thấy khả năng tự chủ trong học tập của 50 sinh viên năm thứ 2 không tăng nhiều sau một năm tham gia học tập theo mô hình học kết hợp giữa giáo trình và làm dự án trong các học phần. Kết quả cho thấy cần phải tạo nhiều cơ hội hơn cho sinh viên trong quá trình đào tạo để tham gia làm dự án, và tự đánh giá và chiêm nghiệm mới có thể giúp sinh viên phát triển khả năng kiểm soát trong học tập.

Tạp chí Khoa học Trường Đại học Cần Thơ. ( Đã được duyệt, Chờ xuất bản)




High school EFL teachers’ self-directed strategies in response to the standards-based proficiency level.

Banh Bao Ngoc, Nguyen Van Loi. 2017

Nghiên cứu này nhằm mục đích tìm hiểu những chiến lược tự phát triển năng lực tiếng Anh của giáo viên tiếng Anh bậc THPT ở Đồng Bằng Sông Cửu Long trong việc đạt chuẩn ngoại ngữ theo yêu cầu của đề án ngoại ngữ quốc gia 2020. Kết quả nghiên cứu cho thấy mức độ giáo viên tham gia vào các hoạt động tự phát triển năng lực tiếng Anh không cao. Việc sử dụng Internet để tìm tài liệu học là chiến lược phổ biến nhất.

Journal of Science of HCM City University of Education, 14 (1): 101-110


* Các nhiệm vụ Khoa học từ nguồn kinh phí khác – Bài báo nước ngoài





The Effect of Task-Based Learning on EF Students’ Learning
Reading: A Case Study in the Mekong Delta of Vietnam

Trịnh Quốc Lập


This article reports the results of an experimental study testing the effects of the use of Task-Based
Learning on EFL students’ intrinsic motivation to learn reading and reading comprehension. The study
was conducted in a high school in the Mekong Delta of Vietnam where English teaching methods are still lagged behind innovative developments in English language pedagogy. Sixty-nine tenth-grade
students from two intact classes participated in this study. Participants were assigned in either control or experimental group. A questionnaire and two reading tests were used to collect quantitative data about participants’ motivation and achievement in reading comprehension. Interviews were followed to investigate participants’ attitude towards the use of task-bask learning in their reading lessons. Results
indicated that participants’ intrinsic motivation in the experimental group increased and both groups showed significant improvement in reading comprehension. Participants in the experimental group addressed benefits and challenges in learning reading comprehension with Task-Based Learning. To help students enhance their reading comprehension, teachers may take into consideration the use of
both Task-Based Learning and Grammar-Translation Method.


Studies in English Language Teaching
ISSN 2372-9740 (Print) ISSN 2329-311X (Online)
Vol. 5, No. 1, 2017




Learner autonomy in Vietnam: Insights from English language teachers’ beliefs and practices. In R. Bardnar and J. Lui (Ed). Language Learner Autonomy: Teachers' beliefs and Practices in Asian contexts

Nguyễn Văn Lợi


Bài viết trình bày kết quả nghiên cứu về nhận thức của 84 giảng viên đại học Khu vực phía nam về thực hiện phát triển tự chủ cho sinh viên không chuyên tiếng Anh. Kết quả cho thấy giảng viên xem vấn đề này là quan trọng nhưng tính khả thi để thực hiện tự chủ trong học tập không cao vì những rào cản trong bối cảnh dạy học. Dạy kỹ năng học tập và tạo cơ hội cho sinh viên tương tác được xem là khả thi hơn là cung cấp cho sinh viên quyền tham gia quyết định nội dung học, kình thức kiểm tra đánh gía. Đặc biệt giảng viên không tin tưởng vào khả năng của sinh viên trong vấn đề kiểm soát quá trình học tập.

Language Education in Asia, Special edition. 1-22.




Determinants of pre-service English teachers’ proficiency variation.

Nguyễn Văn Lợi


Nghiên cứu khảo sát các nhân tố dự đoán năng lực tiếng Anh của sinh viên Sư phạm tiếng Anh. Sử dụng phân tích hồi qui đối với 75 sinh viên trong một chương trình đào tạo tại một trường đại học Khu vực ĐBSCL, nghiên cứu kết luận yếu tố năng lực đầu vào và thời gian làm thêm dự đoán sự biến thiên về khả năng tiếng Anh của sinh viên nhiều nhất. Kết quả cho thấy điểm tuyển sinh đầu vào có ý nghĩa quan trọng đối với sự tiến bộ của sinh viên trong quá trình đào tạo. Việc sử dụng thời gian rảnh có ảnh hưởng trực tiếp đến sự tiến bộ của sinh viên.

International E-Journal for Research in ELT. 2. 50-63



Communicative Language Teaching (CLT): Learners’ Perspectives

Phan Th Yến Khoa và Nguyn Th Phương Hng


Nowadays, foreign language skills are very important for working in multicultural and multi-language environments. Communicative Language Teaching (CLT) is considered as an effective method to learn a language. In Vietnam, CLT is not strange, but how frequently it is used in EFL classroom is still a question. A survey on students’ opinions about frequency of using Communicative Language Teaching (CLT) activities in their General English (GE) classes was conducted at Can Tho University in semester 2, academic year 2015 - 2016. The study aims to find out how frequently lecturers use CLT activities in their classrooms. Both quantitative and qualitative data were collected via a questionnaire for students who participated in General English course in previous semesters, and were analyzed on SPSS version 20. The study found that (1) CLT was sometimes used in GE classes, and (2) General English teachers sometimes (not often) use English in class. However, more than 90% of the participants reported that they improved their English after the General English courses. The learner’s expectation about a favorite way to learn English was also collected. The study gives some pedagogical implications and suggestions.



IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320 -7388, p-ISSN: 2320-737X Volume 6, Issue 6 Ver. VIII (Nov. - Dec. 2016), pp. 31-40.




A Dynamic Usage-Based Approach: Using Video Segments in Teaching Listening Skill

Hunh Th Thu Nguyt và Nguyn Th Phương Hng


The National Foreign Language 2020 Project in Vietnam has advocated a shift from traditional Grammar-Translation Method to Communicative Language Teaching (CLT). In line with CLT, a dynamic usage-based perspective to teaching a foreign language focuses on meaning. This approach provides plenty of authentic input and is believed to raise learners’ motivation. The current study was conducted to investigate if a dynamic usage-based approach enhanced EFL learners’ proficiency. Two classes of first year English students (39 students each) at the Department of English, College of Foreign Languages, Da Nang, Viet Nam participated in this study.


The experimental group learnt English with repeated movie segments taken from two movies, ‘Mean Girls’ (2004) and ‘Confession of a Shopaholic’ (2009). They focused on listening and delayed speaking. The control group was taught with a regular textbook in which the four language skills were practiced with an emphasis on speaking. The data was collected by means of two standardized PET tests, which are pre-test and post-test, and analyzed by One-way ANOVA and Paired samples t-tests. The findings showed that the experimental group had better development than the Control group in general. The results of this study suggested that a DUB approach affected the students’ language ability positively.


In Official Conference Proceedings, the Asian Conference on Language Learning 2016, ISSN: 2186-4691, Sakae Nagoya, Aichi Japan, pp. 235 – 248.



Improving English teaching quality using action-research: Mekong Delta teachers’ perceptions.


Võ Phương Quyên (2016)

Đồng tác giả:

Phương Hoàng Yến

Lý Thị Bích Phượng



Action research in English language teaching has taken a central role in empowering English language teachers, as well as contributing to their professional development. It not only meets the needs of teaching practice but also enables research continuity in terms of a spiral process which includes planning, acting, observing, and reflecting. In the context of the Mekong Delta of Vietnam, however, there has been little documentation on issues relating to action research in English language teaching.  As one of such attempts, this paper examines the perceptions of English teachers in the Mekong Delta about the role of doing action research to improve their teaching quality. The participants include 60 English teachers from 13 provinces in the Mekong Delta who have been trained in how to do action research. Data were collected with a 5-point Likert scale questionnaire and interviews. The findings of the study shed light on English teachers’ perceptions of action research in relation to their teaching improvement. Possible measures were also proposed to enhance further implementation of action research to improve English language teaching quality.

The Challenge of Professional Development in 2'1st Century: The Importance of Investigation Professional Practice,Developing Educational Professionals in Southeast Asia (DEPISA)

Monograph 4, pp. 60-70, July 2016, Thailand. ISBN 978-0-9923846-3-0


Rethinking Intercultural Communication Competence in English Language Teaching: A gap between lecturers’ perspectives and practices in a Southeast Asian tertiary context.



Võ Phương Quyên


It is undeniable that the existence of internationalization has given a great deal of influences within various fields of worldwide nations, namely science, technology, economics, politics and even education. One of its obvious results is the emergence of intercultural communication and English language has then become as a bridge for cross-cultural communication thanks to its worldwide lingua france. For these reasons, intercultural communication competence (ICC) should be more concerned in English language teaching (ELT) tertiary contexts. Although ICC in ELT has been long discussed in the previous studies of Vietnamese tertiary contexts, its investigations are revealed differently and separately with regard to its theoretical analysis in this context or its practices in English classrooms. This study aims to gain an in-depth understanding on this issue by investigating English teachers’ perceptions and practices on ICC in ELT in the context of Vietnamese southern tertiary institutions. The study uses a mixed method, namely a survey questionnaire and interviews to English lecturers from six southern universities in Vietnam. The findings of the study reveal the positive attitudes of English lecturers on ICC in ELT, but certain challenges confronted by their implementations have been highlighted. As a result, some possible measures to enhance ICC engagement in ELT in this context are proposed.

I-manager’s Journal on English Language Teaching, January-March 2017 issue, pp 21-30.




Critical Thinking’s Effect on Vietnamese Students’ Writing Attitude and Performance:  Action Research


Nguyễn Thị Kim Thi

This research aims to investigate the implementation of critical thinking (CT) in English writing as a Foreign Language (EFL) educational contexts.  In this study, fifty English non-major participants attending the third Basic English at universities in Mekong Delta, Vietnam, were introduced to the concept and activities of CT.  This study focused on analyzing the students’ writing attitude and performance affected by CT.  The findings show that students have positive attitude on writing weekly reflection, an introduction, a survey, and the final part of a story; however telling a story is not favorite.  The result also indicates that they perform well in writing advice, introduction, and their attitude to a problem.  However, they are not good at giving suggestions and convincing people.  The implication is for teachers to adopt and integrate CT in their practices in Asian, and the difficult tasks for the good students should be applied for being optional.


IOSR Journal of Research & Method in Education (IOSR-JRME)

e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 6, Issue 3 Ver. I (May. - Jun. 2016), PP 00-00 www.iosrjournals.org



How Can Role-Plays Increase Speaking Participation For The Working Adult Students? : Action Research


Nguyễn Thị Kim Thi

Not participating in speaking activities is a common problems in the English as a Foreign Language bachelor classes of the second degree of Cantho University, Vietnam, but according to Ur (1996) speaking seems to be the most important skills of all the four skills. Many of the students are middle-aged ones that are used to Grammar translation method in their past study. To solve this problem, I used ‘role- plays’ to create many situations for them to speak out. Twenty four students of the 16th Language Kiengiang course trained by Cantho University were selected. They were in the first semester of the first year with the subject, Communication 1, and almost all of them were at pre-intermediate level of listening and speaking skill. Most of them were in their 30s and 40s, and five of them were in their 20s and three in their 50s. Ten sessions were treated with ten types of activities of role-plays done in pairs, small groups, big groups and the whole class. With daily observation, interviews, a questionnaire the result was that ten role-plays helped the working adult students in their 20s-50s to participate in speaking English significantly. Although it was difficult for the 50s, they could fulfil their talk in a basic and short answers with the help of the teacher. The role-plays in pairs and small groups helped the weak students than the big group but the tasks of big group were more effective for good students. Therefore, I suggest that role-plays should be used in the working adult students.


IOSR Journal of Research & Method in Education (IOSR-JRME)

e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 6, Issue 4 Ver. II (Jul. - Aug. 2016), PP 00-00 www.iosrjournals.org




Tổng số 24 bài báo ( trong và ngoài nước)

Số lượt truy cập

Hôm nay
Tuần này
Tháng này
Tất cả

Khoa Ngoại Ngữ

411, đường 30/4, P.Hưng Lợi, Q.Ninh Kiều, TP.Cần Thơ.

Điện thoại:02923.872285 hoặc 02923.872290; Email: knn@ctu.edu.vn.