STUDENTS’ PERCEPTIONS OF ACTIVE LEARNING IN INTRODUCTION TO LITERATURE

Thien Trang Truong Le, Thuy Hoai Thi Phan, Thao Trang Pham, Huy Thong Truong Phan

Abstract


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.

 

Article visualizations:

Hit counter


Keywords


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

Full Text:

PDF

References


Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ERIC Digests.

Dinh, Q. M., Nguyen, K. T. T., & Tran, B. T. (2011). Initial survey results on the use of "two hours of self-study" by students of Can Tho University. Can Tho University Journal of Science, 20(a), 183-192.

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.

Nguyen, H. B., & Nguyen, T. A. (2017). English for Specific Purposes (ESP): Perceptions of students and teachers of learning needs at a Vietnamese school. International Journal of Advanced Research, 5(4), 793–803. https://doi.org/10.21474/ijar01/3877

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.




DOI: http://dx.doi.org/10.46827/ejel.v7i6.4516

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).