ẢNH HƯỞNG CỦA VIỆC ÁP DỤNG PORTFOLIO TỚI KĨ NĂNG VIẾT TIẾNG ANH CỦA SINH VIÊN NGÀNH NGÔN NGỮ ANH TẠI TRƯỜNG ĐẠI HỌC LUẬT HÀ NỘI=THE EFFECTS OF PORTFOLIOS ON DEVELOPING WRITING SKILLS OF ENGLISH MAJOR STUDENTS AT HANOI LAW UNIVERSITY

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Tác giả: Lê Trương Hoàng

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2018

Mô tả vật lý:

Bộ sưu tập: Metadata

ID: 471979

Thêm vào giỏ

Bài nghiên cứu này nhằm tìm ra ảnh hưởng của việc áp dụng portfolio trong việc tăng cường kĩ năng viết của sinh viên ngành ngôn ngữ Anh tại trường Đại học Luật Hà Nội. Để đạt được mục tiêu nghiên cứu, 50 sinh viên ngành ngôn ngữ Anh tham gia vào nghiên cứu được chia ngẫu nhiên thành nhóm thực nghiệm và nhóm kiểm chứng. Nhóm thực nghiệm được dạy kĩ năng viết tiếng Anh sử dụng portfolio trong khi nhóm kiểm chứng được giảng dạy bằng phương pháp truyền thống. Sinh viên của hai nhóm làm bài kiểm tra viết trước và sau khi áp dụng portfolio đối với nhóm thực nghiệm để xác định mức độ khác nhau trong khả năng viết của sinh viên. Kết quả cho thấy sử dụng portfolio ảnh hưởng tích cực đối với kĩ năng viết tiếng Anh. Bên cạnh đó, bảng hỏi cũng được thực hiện để khảo sát quan điểm của sinh viên thuộc nhóm thực nghiệm về phương pháp áp dụng portfolio trong giảng dạy kĩ năng viết. Số liệu chỉ ra rằng phần lớn sinh viên đều đánh giá việc sử dụng portfolio là hiệu quả. Dựa vào những kết quả đó, tác giả đề xuất một số kiến nghị liên quan đến việc áp dụng portfolio để tăng hiệu quả quá trình dạy và học tiếng AnhThe primary focus of this study was to examine the effects of portfolios on enhancing writing skills of English major students at Hanoi Law University. To achieve the aim, 50 second-year students participating in the study were randomly divided into experimental and control groups. The experimental group was taught English writing skills using portfolios while traditional teaching method was applied to the control group. A pre- test and a post-test were administered to both groups to measure the differences in students’ writing performances. The results revealed that portfolios had positive impacts on students’ writing skills. The data gained from the questionnaires administered to the students in the experimental group to identify their perceptions of portfolios on their writing abilities showed that the majority of them considered portfolios to be effective. Based on the main findings, a number of recommendations relating to applying writing portfolios were made to improve the English teaching and learning process

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