An investigation into the effects of applying the storytelling method in teaching vocabulary to beginners at a chau english center graduation thesis faculty of foreign languages

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS AN INVESTIGATION INTO THE EFFECTS OF APPLYING THE STORYTELLING METHOD IN TEACHING VOCABULARY TO BEGINNERS AT A CHAU ENGLISH CENTER STUDENT NAME: NGUYEN THI HANG NI ID NUMBER: 17076631 CLASS CODE: DHAV13E COHORT: 2017-2021 SUPERVISOR NAME: TRAN THI XUAN THUY, M.A HCMC, 6/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS AN INVESTIGATION INTO THE EFFECTS OF APPLYING THE STORYTELLING METHOD IN TEACHING VOCABULARY TO BEGINNERS AT A CHAU ENGLISH CENTER STUDENT NAME: NGUYEN THI HANG NI ID NUMBER: 17076631 CLASS CODE: DHAV13E COHORT: 2017-2021 SUPERVISOR NAME: TRAN THI XUAN THUY, M.A HCMC, 6/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - Student Name: NGUYEN THI HANG NI ID Number: 17076631 Class Code: DHAV13E Cohort: 2017-2021 Supervisor Name: TRAN THI XUAN THUY, M.A Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion It also has not been accepted as part of a submission to another purpose else where I accept heavy penalty for any cheating or plagiarism Date submitted: 20/06/2021 Signed: Nguyen Thi Hang Ni Word count: 10719 words ABSTRACT Vocabulary is regarded as one of the most important aspects of language learning for someone who wishes to learn a foreign language because it has a direct impact on four skills As a result, teaching vocabulary is an essential part of teaching language, especially to beginners Teachers, on the other hand, are having difficulty coming up with a creative way to get the best results The objective of this study was to investigate the effects of using the storytelling method for teaching vocabulary to beginners at A Chau English Center and how teachers could apply this method in the lessons This was a study combining both qualitative and quantitative research A questionnaire asked about the students’ opinions on the effects of vocabulary teaching using the storytelling method and a list of interview questions asked teachers about how they apply this method effectively in the classroom as an instrument The result showed that teaching vocabulary through storytelling had a wide range of effects on students Storytelling made students understand the meaning of the word and remember it for longer It created a pleasurable environment in which students got motivated and enthusiastic about studying vocabulary Furthermore, they could develop their speaking-listening skills, and their ability to communicate and interact with others By putting themselves in the shoes of the characters in the story, students learned how to sympathize, share, and help others Besides, there were factors: the kind of stories, the incorporation of performance skills, the frequency of using the storytelling method, the use of teaching aids and the procedures of applying this method, which teachers needed to pay attention to in order to use the storytelling method effectively for their lessons Key words: Beginners, storytelling, vocabulary teaching ACKNOWLEDGEMENT My graduation thesis presented a new challenge in my life, one that provided me with new and valuable knowledge At first, I thought it would be impossible to finish, but I received a lot of helpful advice and encouragement during the process, which gave me the confidence to overcome all difficulties and complete my graduation thesis Firstly, I would like to express my thanks to the management board of Industrial University of HCM city and the Faculty of Foreign Language for creating the best conditions and opportunities for me to complete my graduation thesis Secondly, I would like to express my deepest gratitude and appreciation to Ms Tran Thi Xuan Thuy, my supervisor During the period of my thesis, she gave me enthusiastic and valuable helps, supports, instructions, advice and encouragement Moreover, she spent a lot of time on correcting my drafts and giving useful comments Her encouragement and comments had significantly enriched and improved my work Without her help, my graduation thesis might not be completed Thirdly, I sincerely thank to Ms Trang, Mr Duy, Ms Hong, Ms My and Ms Tien who spent their precious time for me to interview They also gave clear and useful answers on their teaching techniques Furthermore, they gave me opportunities to come their classes and deliver the questionnaire Moreover, I want to thank all enthusiastic, friendly and lovely learners at A Chau English Center who help me collect reliable and valid data for my graduation thesis Last but not least, I am grateful to my group members_ Nguyen Thi Thai Huyen, Che Thi Ngoc Bich who often shared my feelings, gave me timely advice and motivation during the period of my thesis All in all, I really thank to all people helping me to finish this graduation thesis TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Research objectives 1.3 Research questions .3 1.4 Scope of the study CHAPTER 2: LITERATURE REVIEW 2.1 Definition of key terms 2.1.1 Teaching vocabulary 2.1.1.1 Definition of vocabulary 2.1.1.2 Importance of vocabulary in learning language 2.1.1.3 2.1.2 Principles of teaching vocabulary Storytelling Method 2.1.2.1 Definition of storytelling 2.1.2.2 Characteristics of storytelling 10 2.1.2.3 Types of storytelling 11 2.1.2.4 Benefits of storytelling 12 2.2 Results of previous studies 13 2.2.1 The effects of the storytelling method in teaching vocabulary 13 2.2.2 How to apply the storytelling method in the classroom 15 CHAPTER 3: RESEARCH DESIGN .18 3.1 Research site .19 3.2 Participants 20 3.3 Research methodology and research methods 20 3.3.1 Research methodology 20 3.3.2 Research methods 21 3.4 Procedures 21 3.5 Data analysis .22 Chapter 4: FINDINGS AND DISCUSSION 23 4.1 The effects of the storytelling method in teaching vocabulary to beginners at A Chau English Center 24 4.1.1 Findings 24 4.1.2 Discussion 33 4.2 How to teachers apply the storytelling method effectively in the classroom 34 Chapter 5: CONCLUSION 38 5.1 Conclusion 39 5.1.1 The effects of storytelling in teaching vocabulary to beginners at A Chau English Center… 39 5.1.2 How to teachers apply the storytelling method effectively in the classroom 39 5.2 Recommendations 40 5.2.1 Recommendations for teachers 40 5.2.2 Recommendations for students 41 5.3 Limitations of the study 41 5.4 Further studies 41 REFERENCES 43 APPENDICES 48 Submitted by: NGUYEN THI HANG NI ID number: 17076631 CHAPTER 1: INTRODUCTION Supervisor: TRAN THI XUAN THUY, M.A Page: Submitted by: NGUYEN THI HANG NI ID number: 17076631 1.1 Rationale of the study This scientific research thesis examines the effects of applying storytelling method in teaching vocabulary to beginners at A Chau English Center The writer is attracted by this topic because of some reasons below The first idea is that English is the key to be successful As a result of globalization, many nations, like Vietnam, collaborate with each other and English is an international language, so it becomes an essential factor for people wanting to get good jobs and higher positions in society Furthermore, people are increasingly turning to English as a means of gaining access to modern technology For those reasons, there is a growing number of people learning English as a second language and the age ranges studying English are getting younger and younger In short, we are holding the key to open the world by learning English well The second idea is that vocabulary is an important and fundamental condition when we learn a language not only English The listener may understand your meaning if you say a grammatically incorrect sentence, but if you lack the vocabulary to articulate what you want to say, the listener may misunderstand your meaning Moreover, because of its relationship to other skills, a student's lexical resource is one of the most important components to strengthen Language learners will become lost and confused without vocabulary, and will be unable to express their feelings and ideas in speaking, reading, writing, and listening With English vocabulary, students can also connect with people from other countries to acquire knowledge from textbooks, journals, magazines, blogs, radio, and television The last and also the most important, teaching vocabulary is usually based on learning process The writer indicates some common techniques usually used in vocabulary classes First, there are mostly a set of mentioned words paired with their pictures, which reminds us of an image dictionary Children actually learn by looking at pictures rather than reading text Second, using body language is another method of teaching vocabulary, and it is mostly used to teach action verbs Last, while singing songs is popular for teaching vocabulary, particularly among preschool and kindergarten students, it is not a meaningful way of learning because children are often unaware of the full meaning of verses When using such methods in teaching vocabulary, Supervisor: TRAN THI XUAN THUY, M.A Page: Submitted by: NGUYEN THI HANG NI ID number: 17076631 students tend to repeat words without understanding the correct meaning Using storytelling in vocabulary instruction, on the other hand, allows students to not only learn a new word but also expand young learner's social knowledge, ensure an intimate learning environment, enhance learner proficiency, and motivate learners Besides, there has been little investigation into the impacts of storytelling on teaching vocabulary as well as how to apply in to the classroom, so the writer decides to investigate storytelling as a method of teaching vocabulary to children 1.2 Research objectives There are two main purposes in this thesis First of all, the study aims at investigating the effects of the storytelling method on teaching vocabulary for English beginners Secondly, it also focuses on how A Chau English Center teachers use stories in English vocabulary lessons to learners Many teachers are qualified to teach vocabulary to young students, but they are dissatisfied with their results Hence, the writer expects that teaching quality can be improved in terms of this research as well as the teachers and students are able to use this method as one of the effective techniques in their teaching and studying process 1.3 Research questions This study dealt with the effects of applying the storytelling method in teaching vocabulary to beginners at A Chau English Center and, in order to achieve two above objectives of this study, the researcher has to clarify two research questions below: What are the effects of storytelling in teaching vocabulary to beginners at A Chau English Center? How can teachers apply the storytelling method effectively in the classroom? 1.4 Scope of the study In this thesis, the researcher attempts to define definition of vocabulary, then discusses the importance of vocabulary in learning English After that the author introduces storytelling and evaluates the effectiveness of using it to teach vocabulary Following that, some stages and strategies for using storytelling will be mentioned The findings of this study will help teachers come up with a fun and meaningful way to teach vocabulary to young students Supervisor: TRAN THI XUAN THUY, M.A Page: Submitted by: NGUYEN THI HANG NI Conclusion Supervisor’s Appraisal on teamwork (05) ID number: 17076631 Conclusion & recommendation (10) CLO (10) Referencing (5) CLO (5) Group Decision & Planning CLO (10) Roles & Distribution Establish Goals Meeting Minutes Peer evaluation on teamwork Contribution to the team project (05) Taking responsibility Working with others Supervisor’s Appraisal (10) CLO (10) Communication skills (2) Punctuality (2) Continuous improvement (6) Other comments: TOTAL SCORES …… /100 Date: …………………………….…………… Supervisor’s Signature ………………………………… Supervisor: TRAN THI XUAN THUY, M.A Page: 60 Submitted by: NGUYEN THI HANG NI ID number: 17076631 INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES EXAMINER’S EVALUATION FORM Student’s name: NGUYEN THI HANG NI Student ID No.: 17076631 Supervisor’s name: ………………………………………………………………… CRITERIA Oral Presentation (10) Content (6) Performance (6) SCORE CLO CLO (20) Time management (10 minutes) (4) Response to questions (4) Format (3) Format and Language Use Coherence and Organization (4) Introduction Rationale and research objectives (5) Grammar mistakes (3) Research questions (5) Written Graduation Thesis (70) CLO (10) Literature Review Definitions of key terms/concepts (5) Research Design Collecting and analyzing data (5) Findings & Discussion Relevance between research findings and objectives (Findings) (5) CLO (25) Review of previous studies (10) Research Methodology and Methods (10) CLO (30) Evaluating and discussing the Supervisor: TRAN THI XUAN THUY, M.A Page: 61 Submitted by: NGUYEN THI HANG NI ID number: 17076631 findings (Discussion) (10) Conclusion Conclusion & recommendation (10) CLO (10) Referencing (5) CLO (5) Other comments: TOTAL SCORES ………./ 100 Date: ………………………… Examiner’s Signature ……………………………… Supervisor: TRAN THI XUAN THUY, M.A Page: 62 Submitted by: NGUYEN THI HANG NI ID number: 17076631 Rubrics for Teamwork (10%) Rubrics for Supervisor’s Appraisal (5%) Student’s name: NGUYEN THI HANG NI Item/ Weight Unsatisfactory Group Planning & Decision There is no planning&decisi on-making process, decisions are made by individuals Roles & Distribution The group does not establish roles for each member and/or the workload is unequally distributed Meeting Minutes Scheduled meetings minutes are rarely recorded, and the efforts are scattered Student ID No.: 17076631 Developing Satisfactory A procedure for planning& making decisions is established by the group, but it is not clear and/or it focuses on individuals The group establishes informal roles for each member The workload could be distributed more equally Scheduled meetings minutes are often recorded, and the contribution of each team members are NOT identified Supervisor: TRAN THI XUAN THUY, M.A A clear procedure for planning & making decisions in research work is informally established by all members of the group Exemplary 10 A clear procedure for planning & making decisions in research work is formally established by all members of the group The group establishes clear and formal roles for each member and distributes the workload equally The group establishes and documents clear and formal roles for each member and distributes the workload equally Scheduled meetings minutes are usually recorded and the contribution of each team members are identified Scheduled meetings minutes are always recorded and the contribution of each team members are identified Page: 63 Submitted by: NGUYEN THI HANG NI ID number: 17076631 Rubrics for Peer Evaluation (5%) Name of member: NGUYEN THI HANG NI Item/ Weight Unsatisfactory Does not collect any relevant Contribution information; no to the team useful suggestions project to address team's needs; Does not perform assigned tasks; often misses meetings and, when present, Taking does not have responsibility anything constructive to say; relies on others to the work; Rarely listens to, shares with, and Working with supports the others efforts of others; often uses inappropriate language; often is not a good team member Developing Satisfactory Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic Performs all assigned tasks; attends meetings regularly and usually participates effectively; Performs all tasks very effectively; attends all meetings and participates enthusiastically; Generally, listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Evaluator's name: NGUYEN THI THAI HUYEN Date of evaluation: June 16, 2021 Supervisor: TRAN THI XUAN THUY, M.A Page: 64 Submitted by: NGUYEN THI HANG NI ID number: 17076631 Rubrics for Peer Evaluation (5%) Name of member: NGUYEN THI HANG NI Item/ Weight Unsatisfactory Does not collect any relevant Contribution information; no to the team useful suggestions project to address team's needs; Does not perform assigned tasks; often misses meetings and, when present, Taking does not have responsibility anything constructive to say; relies on others to the work; Rarely listens to, shares with, and Working with supports the others efforts of others; often uses inappropriate language; often is not a good team member Developing Satisfactory Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic Performs all assigned tasks; attends meetings regularly and usually participates effectively; Performs all tasks very effectively; attends all meetings and participates enthusiastically; Generally, listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Evaluator's name: CHE THI NGOC BICH Date of evaluation: June 16, 2021 Supervisor: TRAN THI XUAN THUY, M.A Page: 65 Submitted by: NGUYEN THI HANG NI ID number: 17076631 Rubrics for Written Graduation Thesis (70%) Item/ Weight Unsatisfactory Developing Format (3) There are consistent mistakes in the required format There are several mistakes in the required format There are minor mistakes in the required format Coherence and Organizatio n (4) The development of paper is vague; no apparent logical order of presentation The paper is presented with connected concept and ideas, clear transitions The paper is presented in logical sequence and well organized Grammar mistakes (3) There are consistent spelling and grammar mistakes in the paper There are several spelling and grammar mistakes in the paper There are minor spelling and grammar mistakes in the paper 10 Rationale and objectives of research (5) The research topic area is unclearly described Little evidence shows the significance and objectives of the research topic Research questions (5) Research questions are not Introdu ction 10 Supervisor: TRAN THI XUAN THUY, M.A The research topic is presented, and the significance and objectives of the paper is justified Research questions are Satisfactory The research topic is adequately defined The significance and objectives of the paper is well justified Research questions are Exemplary 10 There are hardly any mistakes in the required format The paper is clearly stated, welldeveloped and well organized There are hardly any spelling and grammar mistakes in the paper The research topic is introduced in a coherent and interesting manner The significance and objectives of the paper is well justified Research questions are Page: 66 Submitted by: NGUYEN THI HANG NI successfully defined 15(10) 30(25) Definitions of key terms/conce pts (5) The literature is defined in an unclear manner Definition of key concepts is insufficient Review of previous studies (5) (10) The previous studies are inadequately relevant with the research topic and inappropriately summarized Research Methodolog y and Methods (10) The author displays such a low level of research methodology that it can be regarded Supervisor: TRAN THI XUAN THUY, M.A ID number: 17076631 defined coherently and clearly defined scientifically meaningful and challenging The literature is The literature is The linked with the linked with literature is research topic research topic intricately Key concepts The key linked with are recognized concepts related the research to the research topic and topic are appropriatel defined y explained The key concepts related to the research topic are also clearly defined The previous The previous The studies are studies are quite previous relevant with relevant with studies are the research the research adequately topic and topic and relevant summarized appropriately with the summarized research topic and appropriatel y summarize d The author The author The author correctly justifies his/her justifies his/ presents the choice of her choice of research methods analysis methods research and shows good and methods organization and demonstrates systematicall Page: 67 Submitted by: NGUYEN THI HANG NI Collecting and analyzing data (5) ID number: 17076631 as unacceptable application of research methodology effective application of relevant research methodology The author describes the data collecting and analyzing stages, but the description does not form a coherent and logical whole The analysis methods are mainly chosen to answer the research questions, but the author has an insufficient command of the methods The author correctly presents the data collecting and analyzing stages and outlines the analysis The analysis demonstrates a good command and reliable use of the method The author presents the data collecting and analyzing stages clearly The author makes good use of the data in the analysis The author chooses the methods sensibly to summarize the information provided by the data Supervisor: TRAN THI XUAN THUY, M.A y and demonstrate s a deep understandin g in the application of relevant research methodolog y The author presents the data collecting and analyzing stages correctly and clearly The author makes great use of the data in the analysis The author chooses the relevant methods to best summarize the information provided by the data Page: 68 Submitted by: NGUYEN THI HANG NI 10 ID number: 17076631 Relevance between research findings and objectives (Findings) (5) The author demonstrates a poor level of understanding in the analysis of the research findings The research findings are inadequate in meeting objectives of study The author demonstrates satisfactory understanding in the analysis of the research findings The research findings may be adequate but not as described The author demonstrates adequate levels of understanding in the analysis of the research findings The research findings are adequate relevant to the objectives of the study The author demonstrates advanced levels of understanding in the analysis of the research findings The research findings are relevant to the objectives of the study Evaluating and discussing the findings (Discussion) (5) (10) The thesis fails in making contribution to the knowledge base of the discipline and field of study The research findings make a minor contribution to the knowledge base of the discipline and field of study The research findings make a good contribution to the knowledge base of the discipline and field of study Conclusions &recommen dation (10) No logical conclusions are reached Answers to research questions studied and discussion about them is almost entirely missing or it is unconnected from the perspective of the research The conclusions are partially logical The link between the conclusions and research questions is left somewhat unclear The final summary only partially communicates the purpose and The conclusions are presented logically and answers to research questions are explained in a good manner The final summary communicates the purpose and The research findings make a significant contribution to the knowledge base of the discipline and field of study The conclusions are presented logically and answers to research questions are explained in a coherent manner The final Supervisor: TRAN THI XUAN THUY, M.A Page: 69 Submitted by: NGUYEN THI HANG NI Referencing (5) ID number: 17076631 The final summary in no way communicates the purpose and findings of the study The author demonstrates inadequate understanding of the strengths and weaknesses of his/her own research findings of the study The author demonstrates quite adequate understanding of the strengths and weaknesses of his/her own research findings ofthe study The author demonstrates adequate understanding of the strengths and weaknesses of his/her own research summary is relevant and communicat es the objectives and findings of the study The author demonstrates good understandin g of the strengths and weaknesses of his/her own research References are of poor quality The format and layout are inconsistent and not in line with APA style The referencing is in a proper manner, but the layout of the bibliography is consistent with APA style There are, however, a few inconsistencies The referencing is in a proper manner and the layout of the bibliography is largely in line with APA style The referencing is in a proper and extensive manner The format and layout of the bibliography are correct and in line with APA style Supervisor: TRAN THI XUAN THUY, M.A Page: 70 Submitted by: NGUYEN THI HANG NI ID number: 17076631 Rubrics for Oral Presentation (10%) Unsatisfactory Developing Satisfactory Exemplary Organizational structure present but unclear with underdeveloped introduction, body and conclusion Transitions are awkward Organizational structure present clearly with introduction, body and conclusion A few transitions Appropriate organizational pattern used and easy to follow with developed introduction, understandable body part and satisfying conclusion Main points are smoothly connected with transitions Performance (3) Very little gestures or eye contact Monotone voice or insufficient volume Reading of notes only Speech is often unintelligible Adequate use of gestures, eye contact, language, and voice Limited oral fillers and nonverbal distractions Uses a wide range of pronunciation features Time management (10minutes) (2) No regard for time constraints six or seven minutes above Little gestures or eye contact Monotone voice or insufficient volume Little poise Heavy reliance on notes Abundant oral fillers and nonverbal distractions Mispronunciatio ns are frequent and cause some difficulty for the listener Presentation given within four or five minutes above 10 Organizational pattern is compelling and moves audience through speech with ease Introduction draws in the audience and conclusion is satisfying Main points are clearly made and smoothly connected with transitions Effective use of gestures, eye contact, vivid language, and voice to add interest to speech Poised with use of notes for reference only No oral fillers and nonverbal distractions Clear pronunciation Item/ Weight Content (3) Supervisor: TRAN THI XUAN THUY, M.A Presentation given within two or three minutes above or below Presentation given within time constraints (from 9-11 minutes) Page: 71 Submitted by: NGUYEN THI HANG NI Response to questions (2) ID number: 17076631 or below the allotted time or below the allotted time the allotted time Unable to respond many questions Most questions are responded competently Nearly all questions are responded knowledgeably and respectively Supervisor: TRAN THI XUAN THUY, M.A All questions are responded knowledgeably and respectively Page: 72 Submitted by: NGUYEN THI HANG NI ID number: 17076631 Rubrics for Supervisor’s Appraisal (10%) Item/ Unsatisfactory Developing Satisfactory Exemplary Weight 10 Communic Students show a weak Students show an Students show Students show a ation skills communication skill in adequate a good very good (2) meetings with the communication skill communication communication supervisor and group in meetings with the skill in members supervisor and group meetings with with the members the supervisor supervisor and and group group members skill in meetings members Punctuality Students are always late Students are Students are Students are (2) in meetings with the sometimes late in usually always punctual supervisor meetings with the punctual in in meetings with supervisor meetings with the supervisor the supervisor Continuous Students show an Students show a Students show Students show a improveme unwilling attitude positive attitude a positive willing attitude nt towards assigned work, towards assigned attitude towards assigned (6) complete work late often work, complete towards work, complete and make no reference work late sometimes assigned work, work on time or from the supervisor and can make a complete work make alternative relevant reference on time or arrangement and from the supervisor make make a good alternative reference from arrangement the supervisor and make a Supervisor: TRAN THI XUAN THUY, M.A Page: 73 Submitted by: NGUYEN THI HANG NI ID number: 17076631 good reference from the supervisor Supervisor: TRAN THI XUAN THUY, M.A Page: 74