THÁI ĐỘ CỦA NGƯỜI HỌC ĐỐI VỚI MÔ HÌNH HỌC QUA DỰ ÁN 2.0 TRONG MỘT KHÓA HỌC TIẾNG ANH CHUYÊN NGÀNH

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Tác giả: Thị Khánh Linh Lê

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2022

Mô tả vật lý: tr.124 - 130

Bộ sưu tập: Metadata

ID: 329806

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Các thành tựu công nghệ, đặc biệt là các công cụ Web 2.0, đã được ứng dụng rộng rãi trong các khóa học tiếng Anh chuyên ngành. Tuy nhiều nghiên cứu đã được thực hiện nhằm bàn luận về các công cụ này trong lớp học tiếng Anh chuyên ngành, nhưng chưa có nhiều công trình tìm hiểu về việc ứng dụng Web 2.0 trong mô hình học qua dự án. Để tìm hiểu thêm về vấn đề này, bài báo này tập trung nghiên cứu thái độ của người học với một dự án học tập dựa trên nền tảng Web 2.0. Cụ thể, người học sẽ bày tỏ quan điểm về ảnh hưởng của dự án tới khả năng ngôn ngữ, kiến thức, kỹ năng mềm và động lực học tập của họ. Bài viết dựa trên một nghiên cứu hành động trong 10 tuần với phương pháp thu thập số liệu là hoạt động viết và chia sẻ suy tưởng cũng như bảng câu hỏi khảo sát. Kết quả nghiên cứu cho thấy nhìn chung người học đánh giá dự án học tập có tác động tích cực tới các lĩnh vực được khảo sát, đặc biệt là từ vựng, kỹ năng viết, kiến thức chuyên ngành, kỹ năng công nghệ thông tin và động lực học tập bên ngoài. Hy vọng rằng các kết quả nghiên cứu này sẽ góp phần làm phong phú những hiểu biết về mô hình học qua dự án 2.0 cũng như hỗ trợ người dạy và người học khi ứng dụng mô hình này.Technological advances, particularly Web 2.0 tools, have been applied widely in courses of English for Specific Purposes (ESP), and ample research has been conducted to discuss the use of these modern tools in ESP classes. Nevertheless, very few studies have dealt with the implementation of Web 2.0 in project-based learning (PBL) practices. To obtain more insights into this issue, this paper aims at exploring learners’ attitudes towards a web 2.0 project in a course of English for Tourism. Specifically, learners were inquired about their perceptions of how the project impacted their language, knowledge, skills and learning motivation. The study adopted an action research cycle in ten weeks and data collection instruments included students’ written and oral reflections as well as questionnaire. It is found that in general, the learners acknowledged positive effects of the project 2.0 on all surveyed areas, especially when it came to vocabulary, writing, specialized knowledge, IT skills and motivation from external sources. The findings of this study are hoped to contribute to the literature of PBL with web 2.0 and facilitate teachers and learners when integrating PBL 2.0 in their courses.

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