STUDENTS’ PERCEPTIONS OF ACTIVE LEARNING IN INTRODUCTION TO LITERATURE

Autores

  • Thien Trang Truong Le School of Foreign Languages, Can Tho University, Vietnam
  • Thuy Hoai Thi Phan School of Foreign Languages, Can Tho University, Vietnam
  • Thao Trang Pham School of Foreign Languages, Can Tho University, Vietnam
  • Huy Thong Truong Phan School of Foreign Languages, Can Tho University, Vietnam

DOI:

https://doi.org/10.46827/ejel.v7i6.4516

Palavras-chave:

active learning, English studies, high-quality program, literature

Resumo

There is a growing interest in active learning as a shift from traditional lecturing to improving student-centred learning in English. However, in the Vietnamese context of teaching and learning at tertiary levels, little research has examined students’ perceptions of active learning in approaching Introduction to Literature. This study is therefore aimed to look into this area of interest. Participants in this study were 94 students from junior and seniors majoring in high-quality programs at a university in the Mekong Delta. Data were collected from questionnaires. The findings show that students had positive perceptions of active learning in studying this course. Implications for teaching and learning this course are made.

 

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Biografia do Autor

  • Thien Trang Truong Le, School of Foreign Languages, Can Tho University, Vietnam

    Thien Trang Truong Le is a student at Can Tho University, Can Tho, Vietnam. Her research interest includes active learning, methodologies, and strategies.

  • Thuy Hoai Thi Phan, School of Foreign Languages, Can Tho University, Vietnam

    Thuy Hoai Thi Phan is a student at Can Tho University, Can Tho, Vietnam. Her research interest includes active learning, methodologies, and strategies.

  • Thao Trang Pham, School of Foreign Languages, Can Tho University, Vietnam

    Thao Trang Pham is a student at Can Tho University, Can Tho, Vietnam. Her research interest includes active learning, methodologies, and strategies.

  • Huy Thong Truong Phan, School of Foreign Languages, Can Tho University, Vietnam

    Huy Thong Truong Phan is a student at Can Tho University, Can Tho, Vietnam. His research interest includes active learning, methodologies, and strategies.

Referências

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Doan, T. L. T., & Nguyen, C. V. (2013). Several advanced teaching methods help Engineering students learn actively. Can Tho University Journal of Science, 26, 64-70. https://sj.ctu.edu.vn/ql/docgia/tacgia-5594/baibao-558.html

Le, M. L. T. (2021). Solutions to improve teamwork skills of students at Faculty of Transport and Economics, University of Transport. Proceedings of the Asia-Pacific Conference.

Nguyen, H. B. (2020). Lecturers’ beliefs and agency about active learning in English for Specific Purposes classes. International Journal of Learning, Teaching and Educational Research, 19(3), 86-105.

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Nguyen, N. B., Nguyen, H. B., Pham, X. H. T., Nguyen, N. N., & Truong, N. N. Y. (2021). Investigating difficulties of self-study in reading skills of English language students of the high-quality training program at Can Tho University. International Journal of Science and Management Studies, 4(5), 72-80. DOI: 10.51386/25815946/ijsms-v4i5p107

Nguyen, H. T. (2010). Active learning methods at university level. Research Centre for Improvement of Teaching and Learning Methods (CEE) University of Natural Sciences, Ho Chi Minh City National University Publishing House.

Pham, T. V. (2014). Positiveness in self-study activities of students at Tra Vinh University. Tra Vinh University.

Shaules, J. (2019). Language, culture and the embodied mind: A developmental model of linguaculture learning. New York: Springer. https://doi.org/10.1007/978-981-15-0587-4

Trinh, T. C., & Nguyen, Q. L. (2019). Students' perception of developing critical thinking in teaching geography pedagogy at Can Tho University. Can Tho University Journal of Science, 55(1), 74 -81. https://doi.org/10.22144/ctu.jvn.2019.010

Truong, M. V. T. (2014). The relevance of literary analysis to teaching literature in the EFL classroom. English Teaching Forum, 3, 2-9. https://eric.ed.gov/?id=EJ923454.

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Publicado

2022-11-03

Edição

v. 7 n. 6 (2022)

Seção

Articles

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