Nguyen Minh Trang
Nguyen Minh Trang graduated from Ho Chi Minh City University of Education in 1985 with a Bachelor of Arts degree in English Language Teaching. In 2008, he earned a Postgraduate diploma and then a Master of Arts in TESOL from Victoria University, Australia. Since 2013, he enrolled in the PhD program of English Language Studies at the School of Foreign Languages, Institute of Social Technology, Suranaree University of Technology, Thailand. His research interests include listening/academic listening, English translation and interpretation, linguistics, learner autonomy, ELT and CBI issues.His works include Semantics (Youth Publisher, 1998), English idioms and their stories (Youth Publisher, 1999), Translation 1, Translation 2, Comparative Linguistics, Sociolinguistics (textbooks for university students). He has published research articles including Large classes: universal teaching and management strategies (Langlit, Vol. 2 Issue 1, August 2015), Problems face Vietnamese students who use Western textbooks: an investigation (Langlit, Vol. 2 Issue 2 November, 2015), Challenges encountered by Thai students in understanding scientific subject content taught by native speakers of English (co-authoring with Kantapat Trinant, Korea TESOL Journal, Vol.13, N.1, 2017) and Using Google Translate as a Pronunciation Tool (Langlit, Vol.5 Issue 4, 2019).
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With the rapid development of the Internet, the current generation of students is called “net generation students” or “digital students”. Also, with the rapid spread of technology, a number of textbook publishers are predicting that traditional textbooks used today will become obsolete as more and more schools adopt digital textbooks for their digital curriculum and for use by students on their netbook computers (Shell, Gunter & Gunter, 2010, p. 501). Scholars and researchers have predicted that traditional textbooks will fade into history as all areas of education create increasingly interactive and extensive Web- and video-enhanced digital textbooks. Furthermore, students can now access several sources more easily than the previous generation of students; therefore, traditional teaching methods mostly based on school textbooks do not really satisfy the needs of this generation of students. In fact, students, if they wish, are now able to access information from a multiplicity of highly reputable sources, not just from text books or lectures provided by their home institutions (Lian 2011, p. 6).
of difficulties Thai students at Suranaree University of Technology
(SUT) faced while taking content-based instruction (CBI) courses
taught by native speakers of English. The study also explores
strategies employed by these students in coping with the difficulties.
Two lecturers and 37 students from two classes participated in the
study. Based on their previous academic achievements in English and
subject content courses, the students were classified into three
different groups: high achievers, moderate achievers, and low
achievers. Three sets of data from a questionnaire, semi-structured
interviews, and class observations were collected and analyzed. The
results indicate that students’ low proficiency in English caused the
most problems with comprehension during lectures. As for their
strategy use, paying attention to the lecture and using keywords were
employed most by the students in class. Reviewing lessons was a
common strategy used outside of class to gain understanding of the
lesson content. There were no significant differences in strategy use
among students to deal with difficulties that stemmed from CBI
courses. Limitations and recommendations for future research are
discussed.
With the rapid development of the Internet, the current generation of students is called “net generation students” or “digital students”. Also, with the rapid spread of technology, a number of textbook publishers are predicting that traditional textbooks used today will become obsolete as more and more schools adopt digital textbooks for their digital curriculum and for use by students on their netbook computers (Shell, Gunter & Gunter, 2010, p. 501). Scholars and researchers have predicted that traditional textbooks will fade into history as all areas of education create increasingly interactive and extensive Web- and video-enhanced digital textbooks. Furthermore, students can now access several sources more easily than the previous generation of students; therefore, traditional teaching methods mostly based on school textbooks do not really satisfy the needs of this generation of students. In fact, students, if they wish, are now able to access information from a multiplicity of highly reputable sources, not just from text books or lectures provided by their home institutions (Lian 2011, p. 6).
of difficulties Thai students at Suranaree University of Technology
(SUT) faced while taking content-based instruction (CBI) courses
taught by native speakers of English. The study also explores
strategies employed by these students in coping with the difficulties.
Two lecturers and 37 students from two classes participated in the
study. Based on their previous academic achievements in English and
subject content courses, the students were classified into three
different groups: high achievers, moderate achievers, and low
achievers. Three sets of data from a questionnaire, semi-structured
interviews, and class observations were collected and analyzed. The
results indicate that students’ low proficiency in English caused the
most problems with comprehension during lectures. As for their
strategy use, paying attention to the lecture and using keywords were
employed most by the students in class. Reviewing lessons was a
common strategy used outside of class to gain understanding of the
lesson content. There were no significant differences in strategy use
among students to deal with difficulties that stemmed from CBI
courses. Limitations and recommendations for future research are
discussed.