Designing network-based materials for students of Accounting at Ho Chi Minh City University of Food...
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Vietnam National University - Ho Chi Minh City
University of Sodal Sdences and Humanities
Faculty of English Linguistics and literature
CELT2014
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Vietnam National University - Ho Chi Minh City
University of Social Sciences and Humanities
Faculty of English Linguistics and Literature
ICELT 2014
Proceedings of
the 2014 International Conference
on English Language Teaching
ICELT2014
KNOWLEDGE PUBLISHING HOUSE
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M u c lu c
Preface
G oh. C hristine C . M .
Foregrounding m etacognition in second language oracy:
A call for vis ib le learn ing of listening and speaking
3
Cao, Thi Q uynh Loan; Nguyen. Thi Chau Anh
Pragmatics: The East-W est D ivide in reouest rea lization of a bilingual ch ild 3 j
Carey. M ichael; Do. Anh Tuan
An LI point of reference approach for the instruction of pronunciation 55
Chua, R owena M arie R.
Beliefs about language learning of pre-service E nglish teachers from a C atholic
university in th e P hilip pin es T
C uu, Q lang Thanh
Students' use of m etacognitive reading strategies at Pham N goc Thach U niversity of
medicine 9
Dang. Phuong H oai
LI transfer in L2 acouisltlon of E nglish intonation V ie tn am e se le arn ers 10j'
D ang. Nguyen Anh Chi
M otivating students' literature learn ing w ith the application of m ultim edia 3
D ang. Thi
V a n
D l; N guyen. Thi K leu Thu
Errors in lexica l co llocat ions academ ic w riting students at
faculty o f E nglish ling uistics a nd literature. U nive rsity of S ocia l S ciences
and H um anities - Ho C hi M inh C ity
4 3
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PRO CEEDINGS O F THE 20 14 INTERNATIONAL CONFERENCE. ..
Dewl, F inita
C ollaboration in E FL class: Using W eb 2.0 application in Indonesia conte xt
161
Dinh. Thi M inh Hien
Implementin g CALLA in Literature-Based EFL Program s in H igher Education
Dutta, M anashi G .
Innova ting c lassro om p ra ctic es promoting le arn er a uto no m y
a nd m o bile te ch no lo gy
193
Garcia . Rochelle Irene; Rojo-Laurllla, Mildred; Bernardo. A llan Benedict I.
Exploring noun bias in filip ino bilingual pre-school children
211
Hoang. Thi M ai Xuan
T ow ards the choice of instructional varieties at Danang architecture university:
The norm s or norm s? 235
Hoang. Thi Nhat Tam
The unlouely significant fu nction of intonation in the com m unication of meaning.
S om e suggestions for teaching intonation in pronunciation class
259
lati , Gumawang
P reparing O n line Tutor: in a blended Learning Course
273
Le, Bich Thuy
The application of Internet advantages in m ulti-level English classroom s
28 3
Le, Hoang Dung
O u tcom e-based language assessm ent from perspective of Q uality assurance -
im plications for regional integration at the EF. USSH. VNU-HCM
29 1
Le, Huong Hoa
Exp lo rin g s tu de nts' academic mo tiv ation
at the P olice U niversity M USIC m odel 315
Llbult, Concepc ion C .
Learning styles and E nglish ratings of teacher education stu dents
a t I rnus Ins titute-College
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Preface
Machmud, Karmila; Basalama, Nonny
Integrating technology into EFLcurriculum 331
Nguyen.
D u y
Mong Ha
Motivating students to improve lifelong learning skills 349
Pharn, Ngoc Kim Tuyen
Improving oral fluency in and outside the English speaking class
411
Nguyen. Hoang Tuan
Teaching verbal irony in literature 361
Nguyen. Thi Chau Anh
Introduction of some applications for applytng information and communication
technologies (lCT) in teaching and learning English
3 j j
Nguyen. Thi Kieu Thu; Nguyen. Thi Thu Ngoc
A survey of the teaching of translation
at the Faculty of English Linguistics and Literature. USSH
39 1
Nguyen. Thi Nhu Diep
Teaching prononuciation in the TOEIC program to non-majored students
at Saigon Techonology University 411
Nguyen. Xuan
Is it all about the computer?
English language teachers educational use of technology 423
Nguyen. Xuan Trieu
English vocalic and consonantal epenthesis from optimality theory point of view
445
Nunez. '.R . Santillan
The use of media diary in the language classroom and
de-theorizing the curriculum
451
Phan, Thi Kim Loan
Application ofTotal Quality Management (TQM)
in enhancing EFacademic staff Quality
481
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Des ig n in g n etw o rk b as ed m ater ia ls fo r
s tu d en ts o f A cco un t in g at Ho Ch i M in h
C i ty Un iv er s i t y o f Fo od In du s t r y
ghi ran in
Ho Chi Minh City University of Food Industry, Ho Chi Minh City
b s t r a c t
The idea of creating a virtual lea rn in g en vironment to b ring d yn am ic, m edia-
rich content into courses and assignments
is
in sp ired and gone beyond
tr aditional approaches to language learning and teaching because it helps
students achieve th e critica l co ll abora tion, creative, and communicatio n skill s
needed to compete in today s global workforce. F or students successes in their
careers, it is necessary th at institu tions, co ll eges and univ ersit ie s need to
in tegrate digita l m edia education in to their curricu lum . The auth or
collaborates w ith his students and coll eagues in Ho Chi M inh C ity U niversity
o f Food In dustr y (HUF f) to deliver an in teracti ve materia l based on th e
in ternet technology. In ternet iedinologv is not currently used in ESP
classroom s at HUFf, so the outcomes of th is study are being used as a
classroom assistant fo r online learning in Engli sh fo r Specific Purposes (ESP )
in struction from home. The result s a lso show ed th at the posit ive acti on of
supplying a supplement online materia l to ESP students and even graduate
students enhance th eir m astery of E SP subjects.
Keywords:English for Accounting, material design, e-learning, NBLT,
ESP
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PR O CEEDINGS O F THE 20 14 INTERNATIONAL CONFERENCE
1 In t roduct ion
The Ministry of Education and Training of Vietnam has required English
for Accounting as a framework of the course for Accounting that lasts at least
one semester (around three to six months in colleges or universities). Many
colleges have designed their own syllabi in their curricula; others may
choose a commercial book on the market to follow. Consequently, the
syllabus for this subject has been designed independently with differences
in the frame and its contents. Students majoring in accounting usually have
difficulties in finding the right materials for further reading and self-
studying. Therefore, it is urgent that English teachers need to design a
scientific and effective ESP material for such an accounting major in the
Vietnamese context.
Every teacher of English knows that ESP concentrates more on language in
a context than on grammar and language structures. Some of materials, which
being now used in HUFI like English for Accounting, English for Food Industry,
etc., fails to integrate English into a subject matter. Due to the wash-back of the
written exams for ESP subjects, only reading skill and granm1ar are paid a
careful attention during the teaching. Therefore, the lessons are built mainly on
reading comprehension disciplines that only develops students' ability in
grammal~ translation, and vocabulary. Other kinds of imported textbooks (e.g.
English for Accoun ting by Frendo and Maloney (2001) for accounting cause
students many difficulties for Vietnamese students due to the differences in
accounting procedures and provisions in accounting laws. Besides, the most
important difference between English for Accounting and the other kinds of
ESP course lies in the students' purpose for learning English. Accounting
students have to use a great deal of English in their job, but other ESP students
only want to have some acquaintance with English or just communicate a set of
professional skills and to perform particular job-related functions.
For the problems presented above, it is necessary to build interactive
materials for accounting students in the Vietnamese context. The project
entitled D esig nin g n etw ork-based materia ls for students o f Accoun ting a t HUFIis
conducted as a result. These materials are to apply multimedia visual aids
and an interactive web in designing a course that is the integration of textual
material with visuals. The combination is highly expected to motivate
students in learning ESP process in HUFI because accounting students
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D esign ing netw ork -based m ateria ls for studen ts of A ccoun ting at. ..
would apply what they learn in their English classes to their main fields of
study or vice versus. In other words, students can use what they learn in the
ESP classroom right away in their workplaces and higher studies.
2 Ne two rk based language teach ing : A b ig change in V ietnam
Since the early of the 1960s, language teachers have been interested in
the dramatic changes in the ways that languages are taught. The
methodology has been transferred from the instructing of discrete
grammatical items to the integrating of communicative ability. Language
textbooks have begun to distinguish spoken and written language forms,
and commonly incorporate authentic texts (such as advertisements and
realia) alongside literary texts. It is in the context of these multifarious
changes that one of the most significant areas of innovation in language
education - computer-assisted language learning (CALL) - has come of age.
(Warschauer Kern, 2005, p. 1). Together with the spreading of the internet
technology, the audiotape-based language labs have been given the way to
the development of language media centers, where language learners can
access foreign language documents on the World Wide Web, communicate
with their teachers, classmates, and even native speakers via internet.
Warschauer and Kern (2005) define that NBLT is language teaching that
involves the use of computers connected to one another in either local or
global networks . Traditionally CALL is likened as tutorials, drills,
simulations, instructional games, tests, and etc. while NBLT focuses on
human-to-human communication. It means that language learners who
access to the Internet can now potentially communicate with native speakers
(or other language learners) ail over the world at any time and any places.
the year of 2000, Richard Kern and Mark Warschauer define NBLT as
language teaching that involves the use of computers connected to one
another in either local or global networks (Warschauer Kern, 2005, p. 1).
NBLT represents a new and different form of CALL. Communication is at
the core of NBLT and NBLT also breaks with the time and space constraints
imposed by face-to-face communication and by traditional language learning
tools, thus allowing for multiple forms of learning, communicative practice,
and collaboration.
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Table 1: The Role of CAll in Structural, Cognitive,
and Sociocognitive Frameworks
PRO CEEDINGS O F THE 20 1 4 INTERNATIO N AL CO N FERENCE
Structural Cognitive Sociocogn itive
What is
th e To provide unlimited To
provide language
To provide
alternative
principal ro le drill, practice, tutorial input and analytical and contexts for social
of compute rs?
explanation, and inferential tasks. interaction; to
facilitate
corrective feedback.
access to
existing
discourse
communities
and the creation of new
ones.
It is not new or surprising that more and more Vietnamese language
teachers have not only embraced network technology but also developed
creative ways to teach English in their classrooms. Since 2013, National
Foreign Languages 2020 Project, a Vietnamese MOEf PMU, has created a
competition for English language teachers creatively applying IT in their
teaching. On June 27
th
, 2014 there was a final round for that competition
with ten teachers at the nationwide level. Many of their applications in
English language teaching have positive results in teaching despite the fact
that it is hard to answer the question: D oes the use of NBLT lead to bett er
la nguage teaching and learn ing? .
It is true because computers, which are like
pencils and paper, blackboards, overhead projectors, tape recorders in
language teaching, do not in and of itself bring about improvements in
learning. It can only be answered correctly when we look to particular
practices of use in· particular contexts. These practices of use must be
described and evaluated in terms of their specific social context in order to
answer the following questions: W ho are th e learners? , W ha t circum stance
did they do? , For wha t purpose? , W hat kinds o f language? In what pa tterns o f
social in teraction? , and W ha t are particular outcomes in term s of quantity /qualit y
of language use, a ttitudes, m o ti vation?
etc. Because NBLT is an emerging area,
the NBLT research mainly deal with the development of discourse and
discourse communities in on-line environments. In Vietnam, teachers are
successful in designing learning websites and commercing it in the public
such as tienganh123.com or hellochao.vn. Many others use social networks
(e.g facebook) to publish their lessons and connect to their students.
To sum up, although NBLT does not represent a particular technique,
method, or approach, it is a vital tool to help students communicate via
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D esig nin g netw ork-based m ateria ls fo r students o f A ccounting a t. ..
computer networks and interpret and construct on-line texts and multimedia
documents. NBLT steadily increases engagements in new discourse
communities. The engagement takes place depends on a number of factors
such as the nature of interaction via computer, the sociocultural context.
M e t h o d o l o g y
In this article, surveys are used just as one part of a complete data
collection and evaluation strategy, They are powerful tools to achieve insight
information of skills, competencies, and attitudes among undergraduate
students, ex-students and teachers. The author has presented the informants
of the study, questionnaires, interview and tools of data collection at the
following address http://englishforaccounting.edu.vn NewsDetail.aspx?id = 108.
The study involves three groups of informants: pre-course students, ex-
students of, subject teachers at HUFI. By means of questionnaires and
interviews, data on both target needs and learning needs were collected to
be analyzed. The data are reflected on this preliminary analysis to compare
his findings with others. The author is using all of the results from the study
to weigh up the benefits and design his own teaching materials that worthily
matches the students' time and efforts in learning ESP course.
T h e t e c h n i q u e s t o b u i l d N B L T E S P m a t e r i a l s f o r a c c o u n t i n g s t u d e n t s
As analyzed in the section 3, seventy-eight percent of students found
the convenience and flexibility of the online learning environment, which
means that network-based materials match their learning goals and
lifestyles. Besides, from the findings in 3.2.1. in questionnaire 2, the author
has found that 100 percent of HUFI teachers recognize the needs to use
online materials as supplementary documents to teach English to their
. students but they meet lots of difficulties in designing such kinds of these
materials and the way of exploiting them for their teaching. In this article,
six major techniques for designing all. interactive lesson via internet are
presented as guidlines.
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PRO CEEDINGS O F THE 20 14 INTERNATIONAL CONFERENCE
4 .1 U se s im p le an d c le ar
instructtons
One of the requirements for developing such kinds of materials is to
develop students' necessary skills to succeed in online learning, especially
how to follow the online directions account for 56.7 percent. Students
responding to the survey agree that the reason for not taking online course
is that they do not really understand the instructions. A main difference
between electronic literacy and traditional text is interactive functions.
Students read the online materials need to know how to reach to the page
they need through the online directions or instructions. Therefore, it is
imperative that language teachers. should use very simple and clear
instructions in the NBLT lessons. Using simple and clear instructions also
saves time to read and does not distract students away the main points of the
lessons. Teachers should shorten the instructions as much as possible in the
language tasks or activities. Let us examine the following instructions in
books and online materials:
In books:
Multiple choices:
Cir clethe lett er A ,
B,C,
or
0
to indicate th e correct answer to
each of the follow ing questions.
In online materials:
Multiple choices:
Cli ck the best choic es fo r th e fo llow ing questio ns.
In short, simple and clear instructions not only meet the needs of most
of the students as found in the survey but also create a fine image to readers.
4 .2 M a k e fo ru m s fo r o nlin e d is cu s sio ns
Beside the need of concise and simple instructions, most students
(77.2
)
want to use email and online discussion. Students love to interact
mostly through a forum. In order to meet this need, a forum, in which
students
orl
and the instructor interact in asynchronous time, must be
developed for ESP courses. As discussed in section 3.1.1., this form of
learning creates lots of the possibilities for improving students' language
proficiency, promoting students' positive attitude and interest in learning
English for Accounting (EFA). Hence, before starting EFA lessons, teachers
should set up a forum discussion online to provide students with richer
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D esignin g netw ork -based m aterials for stu dents o f A ccounting at. ..
discourse such as pictures, audio and videos formats. In fact forums function
as a significant shift of students getting accustomed to any lesson in the
course before they take a discussion in traditional classes. Opening online
discussions also satisfies the need of expanding the course length of more
than three quarter of students (]18.9%). This figure also matches with 60
percent of HUFI language teachers' opinions about the course length. If the
request to extend the course length fails to get an agreement from the HUFI
Training Department, online discussion is compensated for the shortage time
of the course length. With 88.9% percent of students surf the web, weekly
discussions will contribute a greater success in their EFAwith the plans of
interacting themselves through internet.
4 3 M ak e u s e fu l a n d c o n c is e le ss on s th at a re b ala n c ed w ith fo ur la n g ua g e
m a c r o ski l ls
The four language macro-skills are designed in details the questionnaire
given for HUFI language teachers. The balance of such four macro-skills as
listening, speaking, reading and writing must be appreciated in designing a
scientific and effective lesson for ESP course. The purpose of this action can
solve the unbalance in teaching and learning ESP at HUFI. The actual class
time is given too much for the skill of reading (59%) but rather for listening
(6 ).
Table 2: The distribution of time for four language skills
6
Listening
Speaking
Writing
~ Reading
Only when a useful and concise lesson that is balanced with four
language skills is made, students will have choices to help them improve
their communicative skills. In order to get the fruitful results for NBLT
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PRO CEEDINGS O F THE 20 14 INTERNATIO NAL CONFERENCE
materials, teachers design a learning lesson which is combining all of the
four macro-skills. For instance, students have to read a passage of an
accounting issue and then watch a movie about that topic and then ask them
to write or speak the similarities or differences about two input materials
(written and spoken texts). The online materials can provide many useful
communication tools like forum discussions, e-mail connectivity, live chat or
so on. Therefore, a lesson that is integrated the four language macro-skills is
becoming more and more apparent to EFA.
4 .4 E n ha nc e s tu d e nts in tr in sic a nd e x tr in sic m o t iv atio n s
The results in questionnaire 1 show that '16.'1percent of the students
have their own high motivations towards EFA. But nothing can be sure that
students also have their extrinsic motivation with the traditional ways of
learning, especially with materials. 86.1 percent of the students want to learn
EFAwith the help of network. If they have an interaction with other learners
or an instructor at the interval times during the course, online students can
increase their extrinsic motivations. Besides, they can take an advantage of
opportunities to work with their partners online. The encouragement and
feedback from lesson they received will help them to stay motivated and
they wish the program to be tailored ('14.4 ). We can take a conclusion that
NBLT can bring students not only intrinsic motivations but also extrinsic
ones. Therefore, we should design the materials with the testing and
evaluating sections for each of units in order to raise their extrinsic
motivation through NBLTmaterials.
4 .5 E sta b lis h w ork ing g ro up s to e xp lo it N B lT m a te ria ls m o re
ettectively
As discussed above, both teachers (60 ) and students ('15.6 )
complained about workload and time limit and wished to expand the course
length, which prevent them from creating listening and speaking tasks on
classroom. To solve these problems, setting up working groups to exploit
NBLTmaterials is the best way. These groups consist of about from five to
ten students and the teacher has to appoint a group leader for each group to
manage them with their works.
Group members can join the forum for discussion or do tasks delivered
by the teacher. In general, their duties should be focused on a collection of
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D esign ing netw ork-based m ateria ls fo r s tudents o f A ccoun ting a t. ..
listening and speaking materials because the actual time for these skills in
classroom is too low (5.5% and 12.3%). The teacher should join into the
working time to help them overcome some difficulties they deal with during
the course.
In order to carry these activities, in the NBLT materials the teacher must
ask students to register and arrange them in groups to manage the classes
easier. When students login into the materials for learning, the teacher know
exactly the duration of time and jobs they access in the material sites.
4 .6 G e t su p p o rts fro m o th er o nlin e m a te ria ls
From the results shown in the Section 3, the needs for learning to write
clearly (47.2%) and communicate with other people confidently (62.8%) are
unable to reach in EFA because these are extremely fruitful results .
Therefore, when designing NBLT materials for ESP course, teachers should
take into accounts of giving supplementary links to the other online sources
which offer language teachers the other micro-skills such as vocabulary,
grammar, structures and so on. Supplying useful links to students helps
them enhance their GEP knowledge that ESP teachers do not have enough
time to teach or reinforce them in classrooms. There are some of the
suggesting online materials that teachers can direct students to the links that
are helpful to their studies.
All of the materials which are the lessons of EFA are published at the
address http://englishforaccounting.edu.vn.This webpage is now available
for students to access when they take EFA course in their curriculum at
HUFI. The materials consist of six units that cover main fields of accounting
major. This website is considered as an overview of common methods,
techniques, and applications used to design ESP materials for the EFA in
HUFI under the light of NBLT. These technologies are blended with each
other of following established form.
We should design a website that publishes all documents or materials
related to the subject they teach before starting a class. Webpages are
information resources about the subject, teacher, course length, course
requirements, grading and reference books which are available for the
WWW This technology is applied in order to meet the need of 61.1 percent
of students who want to use computer as a learning tool. The materials can
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be accessed through a web browser and can be viewed on PC screens or
mobiles.
Table 3: The established technologies of NBlT
s.
C o n c l u s i o n
This article is delivered to point out valid educational outcomes for
teaching ESP at HUFI in the use of new technology - the internet. This is
an innovative strategy for designing and giving the creative and interactive
web-based materials for students of accounting. These kinds of materials
are aimed to enhance the students' capacity to advance and support their
creativity and independence in learning. The results will serve the
purposes of saving students' budgets in buying reference books or
materials for their studies because NBLT is constantly being created, tested
and implemented from the West to the East at an amazing rate with
incredible cost.
The author has applied positive actions in training ESP courses, bringing
the Accounting students in HUFI with the significant benefits as follows:
developing, delivering and mainstrearning training material with the
lowest cost;
helping students to collaborate towards the completion of tasks which is
not only learn to a certain knowledge but also the ways of living
together in the global village ;
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D esign in g ne twork-based m aterials fo r studen ts o f A ccoun ting at. . .
and helping students to have choices to demonstrate their ability to
proficiently create in their target language. Their products are not only
read their instructors but an authentic audience as well. With this
experience in learning, students may reread their products and revise
their artifacts. These actions of training are also to help students to have
more changes to better practice communicating with their friends and
others.
When the students take a course in ESP at HUPI, they may feel nervous
and worried than the other subjects because they do not have any
knowledge about this field. They find it difficult in learning this subject. This
kind of ESP materialsis applied to help students overcome their difficulties,
provide students with scientific materials as well as support them an
innovative way of learning.
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i o d a t a
He is the lecturer and Vice - manager of English LanguageCenter of Ho
Chi Minh City University of Food Industry, Ho Chi Minh City, Vietnam.
His main interests include tools development for Computer-Based
Language Teaching (CBLT): linguistics research and applications, and
Englishfor Specific Purposes (ESP)program designand methodologies.
5 5 6
-
8/17/2019 Designing network-based materials for students of Accounting at Ho Chi Minh City University of Food Industry
19/19