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VUS Conference July 23, 2011 Turn Frowns into Smiles: Maximising the Fun in Learning Dr.Le thi Anh Phuong Nha trang Education College. Background. Outline. Background Objectives Materials and activities Assessment Successes - PowerPoint PPT PresentationTRANSCRIPT
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VUSVUS Conference ConferenceJulyJuly 23, 2011 23, 2011
Turn Frowns into Smiles: Turn Frowns into Smiles: Maximising the Fun in Maximising the Fun in
LearningLearning
Dr.Le thi Anh Phuong Dr.Le thi Anh Phuong Nha trang Education College Nha trang Education College
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Background
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OutlineOutlineBackgroundObjectivesMaterials and activitiesAssessmentSuccessesChallengesRecommendations
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• Language students experienced anxiety (i.e. Awan et al. 2010; Fang-peng & Dong 2010; Khan & Zafar
2010).
• Anxiety can hinder the students' performance and achievement.
(i.e. Awan et al. 2010; Horwitz 2001; Schroeder 2004)
• It is important to create a motivating learning atmosphere and to break the monotony in class.
(i.e. Dornyei 2001).
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Empirical findings
Survey 5 classes of 193 sts degree, causes, solutions
Results 40% extreme or high pressure (min.27%;
max.62%)36 % moderate pressure (min.28%; max.48%)
Causes: 1.college > society, self, family
32% extreme or high pressure (min.20%;max.41%)
40% moderate pressure (min.27%-max.45%) 2. college: syllabi (72%), exams (54%)
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Objectives
•To reduce learners' stress
•To increase motivation
•To expand learning beyond classroom
•To promote learners' creativity
•To enhance learning quality
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MaterialsMaterials
Videos, films (i.e. Tudor 2009)Music (i.e. Tissington & LaCour
2010), Poetry (i.e. Hall 2003; Tran
2003), Stories (i.e. Moon 2010) Pictures (i.e. Wong 2004)
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Tasks and assessmentTasks and assessment
• Participation
• Portfolios
• Dramatisation
• Presentations
• Story telling
• Quizzes Le (2001, 2004)
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SuccessesSuccesses
• Positive response
• Pleasant classroom atmosphere
• More relaxation and higher motivation
• Improved creativity
• Greater confidence
• Increased autonomy
• Better learning results
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ChallengesChallenges
• More work for teachers
• Dependence on college facilities
• Insufficient resources
• Choice of materials and activities
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RecommendationsRecommendations
•Regular practice
•Students' involvement
•Flexibility
•Materials
•Facilities
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ReferencesReferencesAwan, R., M. Azher, M.N. Anwar & A. Naz. (2010). An
investigation of foreign language classroom anxiety and its relationship with students' achievement. Journal of College Teaching and Learning, 7,11, 33-40.
Dornyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
Fang-peng, G. & Y. Dong (2010). A study of college students' anxiety to spoken English. Canadian Social Science, 6,2, 95-101.
Horwitz, E. K. ( 2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Khan, Z. A. & Zafar, S. (2010). The effects of anxiety on cognitive processing in English language learning. English Language Learning,3,2, 199-209.
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Le, T.A.P. (2001). Task-based syllabus design and public speaking. Teacher's Edition,7, 12-17.
Le, T.A.P. (2004). Challenges and responses in teaching a British culture course. Teacher's Edition,15, 16-21.
Moon, J. (2010). Using Story in Higher Education and Professional Development. Routledge.
Schroeder, K. (2004). De-stress to learn. The Education Digest, 70,1, 73-73.
Tissington, L. and LaCour, M. (2010). Strategies and content areas for teaching English language learners. Reading Improvement, 47,3; Proquest Education Journals, 166-172.
Tran, T. N. (2003). Incorporating literature into English classes in Vietnam. Teacher's Edition, 11, 20-25.
Tudor, I. (2009). Promoting language learning in European higher education: An overview of strategies. European Journal of Language Policy,1/2, 188-206.
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Thank you very much.