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  • Luận văn
  • Ký hiệu PL/XG: 418.0071 DOA
    Nhan đề: USING INTERACTIVE FICTION IN EXTENSIVE READING: ACTION RESEARCH FOR ENGLISH-MAJOR FRESHMEN AT A UNIVERSITY IN CENTRAL VIETNAM :
DDC 418.0071
Tác giả CN Đoàn, Ngọc Ái Thư
Tác giả TT Trường Đại học Ngoại ngữ - Đại học Huế
Nhan đề USING INTERACTIVE FICTION IN EXTENSIVE READING: ACTION RESEARCH FOR ENGLISH-MAJOR FRESHMEN AT A UNIVERSITY IN CENTRAL VIETNAM :NGHIÊN CỨU HÀNH ĐỘNG VỀ VIỆC SỬ DỤNG SÁCH TƯƠNG TÁC (INTERACTIVE FICTION) TRONG HOẠT ĐỘNG ĐỌC MỞ RỘNG DÀNH CHO SINH VIÊN NĂM THỨ NHẤT TẠI MỘT TRƢỜNG ĐẠI HỌC Ở VIỆT NAM /Đoàn Ngọc Ái Thư; Phan Quỳnh Như
Thông tin xuất bản Huế,2021
Mô tả vật lý 124tr. ;28cm.
Tóm tắt This research aimed to explore the attitude of Vietnamese English-major freshmen towards the use of interactive fiction (IF) in extensive reading, as well as to examine the students‘ perception on the IF impacts on their reading skills. Action research was adopted as the research method, with the population of 40 freshmen of English major at a university in central Vietnam and the researcher acting as the teacher delivering the reading lessons using IF for one course of 15 weeks. The research instruments consisted of the teacher‘s journals and three questionnaires for the students. Data collected were analyzed both quantitatively and qualitatively with the use of SPSS, version 18 and thematic content analysis. The findings revealed that most of the student participants engaged in the study had a positive attitude towards the use of IF in extensive reading. Evidence accumulated through this study indicated that IF could boost students‘ motivation to read in English outside their reading classes. Furthermore, a vast majority of the students held the perception that IF including illustrations, sounds, and manipulation, matched with their diverse learning styles better. They strongly believed that reading IF brought about benefits to not only their linguistic knowledge, reading skills but also their reading strategies and critical thinking skills. The findings represented an important implication for teaching aspects in a sense that IF can be integrated into specific areas of language teaching (e.g. grammar, vocabulary). Also, regarding learning aspects, it is suggested that IF can help enhance students‘ self-studying skills and study habits.
Từ khóa tự do TA/PPGD/Phương pháp giảng dạy
Từ khóa tự do TA/LV/2021
Tác giả(bs) CN Phan, Quỳnh Như
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082 |a418.0071|bDOA
100 |aĐoàn, Ngọc Ái Thư
110 |aTrường Đại học Ngoại ngữ - Đại học Huế
245 |aUSING INTERACTIVE FICTION IN EXTENSIVE READING: ACTION RESEARCH FOR ENGLISH-MAJOR FRESHMEN AT A UNIVERSITY IN CENTRAL VIETNAM :|bNGHIÊN CỨU HÀNH ĐỘNG VỀ VIỆC SỬ DỤNG SÁCH TƯƠNG TÁC (INTERACTIVE FICTION) TRONG HOẠT ĐỘNG ĐỌC MỞ RỘNG DÀNH CHO SINH VIÊN NĂM THỨ NHẤT TẠI MỘT TRƢỜNG ĐẠI HỌC Ở VIỆT NAM /|cĐoàn Ngọc Ái Thư; Phan Quỳnh Như
260 |aHuế,|c2021
300 |a124tr. ;|c28cm.
502 |aMA thesis in theory and methodology of english language teaching
520|aThis research aimed to explore the attitude of Vietnamese English-major freshmen towards the use of interactive fiction (IF) in extensive reading, as well as to examine the students‘ perception on the IF impacts on their reading skills. Action research was adopted as the research method, with the population of 40 freshmen of English major at a university in central Vietnam and the researcher acting as the teacher delivering the reading lessons using IF for one course of 15 weeks. The research instruments consisted of the teacher‘s journals and three questionnaires for the students. Data collected were analyzed both quantitatively and qualitatively with the use of SPSS, version 18 and thematic content analysis. The findings revealed that most of the student participants engaged in the study had a positive attitude towards the use of IF in extensive reading. Evidence accumulated through this study indicated that IF could boost students‘ motivation to read in English outside their reading classes. Furthermore, a vast majority of the students held the perception that IF including illustrations, sounds, and manipulation, matched with their diverse learning styles better. They strongly believed that reading IF brought about benefits to not only their linguistic knowledge, reading skills but also their reading strategies and critical thinking skills. The findings represented an important implication for teaching aspects in a sense that IF can be integrated into specific areas of language teaching (e.g. grammar, vocabulary). Also, regarding learning aspects, it is suggested that IF can help enhance students‘ self-studying skills and study habits.
653 |aTA/PPGD/Phương pháp giảng dạy
653|aTA/LV/2021
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700 |aPhan, Quỳnh Như|eSupervisior
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