Nghiên cứu ứng dụng phương pháp diễn ngôn trong giảng dạy môn Viết học thuật tại Đại học Ngân hàng Tp. Hồ Chí Minh

Các phương pháp truyền thống hiện nay vẫn chiếm ưu thế trong nhiều lớp dạy viết tại các cơ sở đào tạo đại học tại Việt Nam (Nguyễn Thị Mai & Hall, 2016). Do đó, nhóm tác giả đã áp dụng phương pháp diễn ngôn trong giảng dạy môn viết tiếng Anh học thuật để tìm hiểu xem liệu phương pháp này có thể mang lại kết quả tốt hơn trong việc cải thiện thành tích cũng như thái độ học tập của sinh viên hay không

v PHƯƠNG PHÁP GIẢNG DẠY NGHIÊN CỨU ỨNG DỤNG PHƯƠNG PHÁP DIỄN NGÔN TRONG GIẢNG DẠY MÔN VIẾT HỌC THUẬT TẠI ĐẠI HỌC NGÂN HÀNG TP HỒ CHÍ MINH NGUYỄN QUANG NHẬT* NGUYỄN NGỌC PHƯƠNG DUNG** * Đại học Ngân hàng TP Hồ Chí Minh,  nhatnq@buh.edu.vn Đại học Ngân hàng TP Hồ Chí Minh,  dungnnp@buh.edu.vn Ngày nhận bài: 02/3/2018; ngày sửa chữa: 11/4/2018; ngày duyệt đăng: 20/6/2018 * TÓM TẮT Các phương pháp truyền thống chiếm ưu nhiều lớp dạy viết sở đào tạo đại học Việt Nam (Nguyen Thi Mai & Hall, 2016) Do đó, nhóm tác giả áp dụng phương pháp diễn ngôn giảng dạy mơn viết tiếng Anh học thuật để tìm hiểu xem liệu phương pháp mang lại kết tốt việc cải thiện thành tích thái độ học tập sinh viên hay không 30 sinh viên chuyên ngành tiếng Anh Đại học Ngân hàng TP Hồ Chí Minh tham gia nghiên cứu học kỳ năm học 2017 Thông qua bảng câu hỏi so sánh điểm thi cuối khóa, kết cho thấy rằng, phương pháp hữu ích việc cải thiện thành tích thái độ sinh viên việc học viết tiếng Anh học thuật Từ khóa: mơn viết tiếng Anh học thuật, phương pháp diễn ngơn, thành tích thái độ INTRODUCTION Helping students to develop their writing skills for academic success is among the most critical challenges for many instructors, especially when the students enroll in Academic writing courses and English-majored programs which require a thorough mastery of both discourse and linguistic elements (Zaki & Md Yunus, 2015) Unfortunately, quite a few writing instructors still stick closely to traditional methods, i.e providing grammatical structures and vocabulary, which not only hinders students’ performance but also de-motivates them (The “BlackBox” Survey of the Proficiency 26 KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 Output Standards of BUH’s English-majored Graduates from the Perspectives of Employees, 2015) Therefore, with a view to changing the current situation, this study drew on a model of using discourse approach in an academic writing class to evaluate its effectiveness on learners’ performance and to shed light on whether this method could bring any positive attitudes into the writing classroom LITERATURE REVIEW Studies have indicated that aspects of discourse approach promote students’ writing in PHƯƠNG PHÁP GIẢNG DẠY v certain ways In an experimental study with firstyear management students in Brunei, Henry and Roseberry (1998) found that the students who received explicit analysis of authentic model texts had a higher “textual scores” in a post-test than those with no such instructions Another study by Hanauer (1998) in Israel showed that freshman students familiarized with authentic model writing could organize their own ideas better than the control group More than that, other aspects of discourse such as audience awareness and joint negotiation were also reported to have a positive effect on students’ writing Zainuddin and Moore (2003) also suggested that better audience awareness resulted in improved writing quality after they had investigated four bilingual writers doing persuasive writings in Malay and in English In another study, Al-Ahmad (2003) investigated the effects of joint construction on college students His findings revealed that collaboration in groups to explore, analyze, and negotiate meaning led to a significant improvement in writing skills Despite these merits, discourse approach has not been applied in many EFL contexts Instead, the traditional view relying on the belief that a writing text could be “decoded together with the lexical and grammatical structures on the page” (Kramsch, 2001, p 28) is still in dominance More importantly, little is known about how discourse influences students’ attitudes and their approach to a writing task Hence, the present study was undertaken with the objective of evaluating the effectiveness of discourse approach in an academic writing class at a Vietnamese university, thus it could address these aforementioned gaps RESEARCH QUESTIONS As this study was conducted to improve the quality of in-class instructions and students’ writing ability, this project aimed to answer two following questions: To what extent is the effectiveness of discourse approach on students’ final exam results? What are learners’ perceptions towards the effectiveness of discourse approach? Hypothesis One objective of this study was to examine the effectiveness of discourse approach on learners’ performance in an academic writing course; in other words, the study was conducted to investigate if this method could help the students achieve higher scores in the final exam than the traditional class Hence, one theme gives shape to the hypothesis as presented below Hypothesis: Is there a significant difference between the performance of the experimental class (subjected to discourse approach) and that of the control class (subjected to traditional instructions) in an academic writing course as measured through the final exam scores? The null hypothesis: There is no significant difference between experimental and control groups’ achievement scores as measured through the final exam scores METHODOLOGY 4.1 Participants 30 first-year students enrolling in a 9-week academic writing course at Banking University of Ho Chi Minh City participated in the study These students were at intermediate level The class met once a week for five academic periods Discourse approach was implemented during the course and students’ opinions were gathered in week to get their perceptions towards the new approach as well as to measure their satisfaction with their progress The procedure of discourse approach applied in this study followed the framework suggested by Massi (2001) and Wennerstrom (2003) It consisted of four steps: the use of authentic materials, text deconstruction, joint negotiation, and individual construction First, with authentic materials taken from books and the Internet, KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 27 v PHƯƠNG PHÁP GIẢNG DẠY learners were involved in a critical analysis of the way in which the texts were organized, and how the organization was signaled (coherence and cohesion) They also examined specific structures and lexical items that occurred in a particular discourse environment In the joint negotiation step, the students collaborated to brainstorm and outline their ideas from the critical analysis of the texts Finally, they constructed their own texts individually 4.2 Data collection and management Two methods were used to collect data and to ensure the reliability of the results First, an analysis of students’ final exam results was conducted between the experimental class and a traditional class which was taught by another teacher who did not use the discourse approach in her teaching style This instrument adopted the quantitative method utilizing a “static-group comparison non-equivalent control group research design” since subject randomization is not possible within this university (Gall et al., 2007) After the treatment had been implemented for weeks, an end-of-course writing test was administered for analysis The test was taken from the school test bank (it means the sensitivity, validity and reliability of the tests have been verified by expert judgments and they are also structured around the program’s curricula and contents) and the papers were marked by third party examiners to ensure reliability The test lasted for 60 minutes and all the test items were the same for each student The passing grade is 5.0 or higher Second, questionnaires were chosen to “elicit frank and honest answers” thanks to their anonymity (Robson, 2002, cited in Lloyd, 2005, p 36) The questionnaires (Appendix) were distributed to 30 students in the experimental class at the end of the course to get the participants’ perceptions of the new approach as well as to measure their satisfaction with their progress 28 KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 Likert scales, checklist, closed-ended and open-ended questions were included to collect complementary quantitative and qualitative data The data were entered into a database using Microsoft Excel for statistical analysis 4.3 Data analysis As regards the test results, after all the final grades were submitted to the institution with the signature of the Dean, the scores were sent to the researcher in the form of a copy version To maintain anonymity, the instructor of the traditional class assigned a random number to each student rather than using their real names, and provided the researcher with an Excel spreadsheet document containing the exam scores via the institutional email The quantifiable data of the test results were analyzed by statistics with F-test ANOVA to investigate whether a statistically significant difference exists between the experimental and control groups with regard to learners’ academic achievements Therefore, this can help to shed light on whether this approach could bring about any measurable improvements in learner’s achievements compared to the traditional approach In terms of the questionnaire results, the data were mainly quantified with the help of Microsoft Excel in order to discover how the collected answers would mirror positive or negative attitudes towards the new method By looking for general tendencies, they could answer the first question of whether the students could find any interest as well as confidence in essay writing FINDINGS 5.1 Students’ final exam results On the outset, the paper aims to explore the statistically significantly differences of the grades between two following classes: Experimental Class and Control Class The grades were collected from 60 students who followed two different teaching PHƯƠNG PHÁP GIẢNG DẠY v methodologies Table gives information about the raw scores of the two classes In the experimental class, the highest score was 9.4, and the lowest score was 5.5 Likewise, in the control class, the highest score was 9.2, and the lowest score was Moreover, the number of students who got more than marks (Distinction grades in this university) was 12 in the experimental class while there were students in the control class Finally, the number of students who got under (Average grade at BUH) in the experimental class and control class was and respectively Table 1: The raw scores of students’ final exam results (n=60) Student Experimental 7.2 7.7 9.4 8.4 7.5 class 6 7.4 7.5 10 11 12 13 14 15 6.9 7.8 7.7 7.2 7.6 Control class 7.5 6.5 6.6 8.2 6.5 5.6 8.1 6.5 8.8 7.2 7.2 5.5 Student 16 17 18 19 20 21 23 24 25 26 27 28 29 30 Experimental 8.5 6.8 7.9 5.9 class 8.1 8.7 5.5 8.4 6.6 7.5 8.8 9.2 7.5 Control class 6.5 5.5 8.5 7.8 6.5 6.5 7.5 22 9.2 7.2 Table exposes the descriptive analysis of the data including Mean, Min, Max, Std Deviation, Error and Confidence Interval The scores of the 30 participants in the experimental group ranged between 5.5 to 9.4 with a mean of 7.7567 and a standard deviation of 0.9936 Likewise, 30 subjects in the control group gained a range of scores between and 9.2, with with a mean of 7.1467 and a standard deviation of 1.07823 It can be clearly seen that figures of the Mean, Min, Max, and Confidence Interval of the experimental class are all higher than those of the control class, indicating that the experimental group had a better performance on the final exam To carry out the inferential statistics, the samples were checked for the underlying assumptions required for the choosing of an appropriate technique The assumption of Normality and Levene test of Homogeneity were met since all p-values are more than 0.05 It means that there were no outliers, the data followed a normal distribution (the empirical rule), and within-group variance was equivalent across the Table 2: The grade descriptive analysis from two groups’ results (n=60) KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 29 v PHƯƠNG PHÁP GIẢNG DẠY Table 3: The Normality and Homogeneity tests results (n=60) Table 4: The One-way ANOVA test results (n=60) Figure 1: The mean plot of grade between two classes results (n=60) 30 KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 PHƯƠNG PHÁP GIẢNG DẠY v classes Table is the results of two assumption tests based on the Kolmogorov-Smirnova and the Levene Homogeneity of Variances A one-way ANOVA was conducted to explore the differences between two classes on the grade of 60 students and Table below shows the detailed result of the one-way ANOVA test The result indicated that there was a statistical significant difference between two classes, F (1, 58) = 5.192, p/Sig.= 0.026 < 05 The Mean Plot of Figure below shows that the mean difference between two classes is 0.61 This effect size is moderate, indicating that more research is needed on this area 5.2 Students’ attitudes towards the discourse approach Table gives an overview of the results taken from the questionnaires It can be seen that the mean scores clusters in the 3.0-4.0 range, indicating that on the whole the students found the four steps useful and interesting Table 5: BUH student’s overall perception of the discourse approach (n=30) As regards the use of authentic texts, the mean scores are high (Museful = 3.73; Minteresting = 3.64), suggesting that students attached great value to this new component In fact, 22 out of 30 students in question stated that they preferred these materials to the textbook, indicating that such resources were real-life and more interesting Text deconstruction was also considered useful with the mean score of 3.6 Moreover, the questionnaire revealed that participants learned many aspects from this second step as can be seen in Figure However, the mean score for its interest was relatively slow (Minteresting= 3.27) and some students commented that this step sometimes were too tedious and repetitive The third step of joint negotiation was rated as a useful and interesting activity (Museful = 3.63; Minteresting = 3.7) Question of the questionnaire made it clearer by showing that this step helped them improve their writing in three main ways: brainstorming ideas more easily (86.7%), organizing ideas more logically (83.3%), and checking mistakes more effectively (73.3%) The last step receives the highest rating with regard to both its usefulness (M=3.83) and interesting level (M= 3.76) It is worth noting that its standard deviations were quite small (S.D.useful= 0.38, S.D.interesting= 0.44), revealing the homogeneity of the answers to this issue Another point that should be taken into consideration is the students’ interest in writing On average, the students rated their interest before this course as 2.9 with a mode of After the course, their interest KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 31 v PHƯƠNG PHÁP GIẢNG DẠY Figure 2: Aspects learned from the text deconstruction (n=30) Table 6: Roles of the joint negotiation (n=30) Brainstorming ideas more easily: 26/30 86.7% Organizing ideas more logically: 25/30 83.3% Checking mistakes more effectively: 22/30 73.3% Table 7: Students’ assessment of their interest (n=30)   Mean (M) Mode S.D Interest before this class 2.9 0.48 Interest after this class 4.13 0.51 Table 8: Students’ satisfaction with their progress (n=30) 32 KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 PHƯƠNG PHÁP GIẢNG DẠY v increased significantly to 4.13 with a mode of (Table 3) It is also worth noting that 23 students wanted to continue this learning style in the next course Obviously, the new approach had exerted an optimistic impact on their interest and motivation As to their satisfaction with their progress, Table indicates that the students were generally confident with three kinds of essays taught in the course with the mean scores above 3.5 and the mode of More than that, they also felt a remarkable improvement in their writing ability (Mean =3.87, Mode = 4) DISCUSIONS 6.1 BUH students’ performance in the final exam As seen in the results, the statistics showed significant differences between the performance of the subjects who went under discourse approach in teaching academic writing and those who received instructions based on the traditional approach Hence, the null hypothesis stating “There is no significant difference between experimental and control groups’ achievement scores as measured through the final exam scores” can be rejected This method, to some extent, helped the learners to raise their sensitivity and consciousness regarding the logical structures of the text (i.e the layout, the use of authentic texts and coherence) as they could implement these elements in their final exam to transmit powerful meaning In short, this study indicated that discourse approach with an overt teaching of the logical structures of the text, the use of authentic materials, audience awareness, and joint negotiation could bring about an increase in the performance of the learners in their academic writing However, the mean difference of the two groups is moderate (0.61), indicating that more research should be conducted in this area One possible explanation is that the new method was implemented within only weeks Within such a short time, it is unlikely that any significant changes could be achieved sinceVietnamese learners have relied heavily on the bottom-up stance, attaching great importance to grammar and vocabulary for a long time (Dang, 2010) Moreover, though the control class was structured according to a traditional format, it could not prevent the teacher in that class from making the lectures as interactive as possible with contemporary education methods such as collaborative activities, presentation, and discussions Since these activities were aligned with the learning objectives that are identical to those in the experimental group and to some extent involved active learning methods, a moderate result between these two classes are quite logical 6.2 BUH students’ attitudes towards the discourse approach In general, the study revealed the students’ positive attitudes towards the new method Particularly, a majority of students haboured an increased interest and encouraging confidence in essay writing, implying that this approach was more preferable than the traditional ones There are two explanations for this result First, discourse approach created a more learnercentered atmosphere in which the students were exposed to a wide diversity of resources necessary for them to engage critically with the texts and get more involved in the learning process (e.g text deconstruction and joint negotiation) Second, in this study, the teacher’s role was facilitating and non-directive, and the students took on the role of explorers Therefore, their interest and motivation were enhanced An important point emerging from this project is that text deconstruction may need some modifications as some participants did not think this step was interesting enough Some students explained that such model texts written by experts KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 33 v PHƯƠNG PHÁP GIẢNG DẠY were perfect; therefore, it was monotonous to analyze them One solution may be giving students the writings of past students to analyze Besides those written by experts, the students can explore the strengths and weaknesses of those written by fellow students Text analysis, thus, may become more relevant and interesting CONCLUSION RECOMMENDATIONS AND In conclusion, the present study has offered an insight into the students’ attitudes towards the new method and its effectiveness Although the results did not reveal a significant change in the students’ performance compared to the controlled class, they still indicated a positive impact on students’ writing ability, interest and confidence Those responses are quite consistent with other discourse studies in methodology (e.g Kaplan & Grabe, 2002; Hyland, 2004; Belcher & Liu, 2004) In the light of what the study has revealed, several implications for future research arise It is worth stating that the external validity of the project is relatively slow due to its small sample size and short time frame Thus, an understanding of discourse approach could be beneficial more from longitudinal research with larger scale of participants Besides, more qualitative methods such as interviews and observations should be conducted to explore the actual in-class procedures as well as to reveal how this method could reorientate the learners’ writing habits, which is the main aim of the writing class As a result, the students may adopt a more versatile approach to essay writing and they can have a greater control over their own learning process./ References: Al-Ahmad, S (2003) The Impact of Collaborative Learning on L2 College Students’Apprehension and Attitudes towards Writing Dissertation Abstracts International 64(5), pp 1621-1622 34 KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 Belcher, D & Liu, J (2004) Conceptualizing Discourse/ Responding to Text Journal of Second Language Writing 13, pp 3-6 Dang, T T (2010) Learner Autonomy in EFL Studies in Vietnam: A Discussion from Sociocultural Perspective English Language Teaching, 3(2), pp 3–9 Retrieved on 21 February, 2018 from Gall, M.D., Gall, J.P., & Borg, W R (2007) Educational Research: An Introduction (8th ed.) Berkshire: Allyn and Bacon Hanauer, D (1988) The Effect of Three Literary Educational Methods on the Development of Genre Knowledge Journal of Literary Semantics 27, pp 43-57 Henry, A & Roseberry, R L (1998) An Evaluation of a Genre-based Approach to the Teaching of EAP/ESP Writing TESOL Quarterly 32 (1), pp 147-156 Hyland, L (2004) Disciplinary Interactions: Metadiscourse in L2 Postgraduate Writing Journal of Second Language Writing 12, pp 17-29 Kaplan, R.B & Grabe, W (2002) A Modern History of Written Discourse Analysis Journal of Second Language Writing 11, pp 191-223 Kramsch, C (2001) Reading into writing: Rhetorical Models of Understanding English Teaching Forum 38 Retrieved on March, 2018 from Lloyd, R (2005) Considerations in Survey Design, Data Analysis and Presentation: A Guide for ELT Practitioners EA Journal 22(2), pp 36-60 Massi, M P (2001) A Task-based Discourse Approach to Writing The Internet TESL Journal 7(6) Retrieved on 25 February, 2018 from PHƯƠNG PHÁP GIẢNG DẠY v Nguyen Thi Mai, H., & Hall, C (2016) Changing Views of Teachers and Teaching in Vietnam Teaching Education, 6210, pp 1–13 Retrieved on 28 February, 2018 from Robson, C (2002) Real World Research (2nd ed.) Oxford: Blackwell Publishers The “BlackBox” Survey of the Proficiency Output Standards of BUH’s English-majored Graduates from the Perspectives of Employees (2015) Banking University of HCMC Wennerstrom, A (2003) Discourse Analysis in the Language Classroom (Vol 2) Ann Arbor: University of Michigan Press Zainuddin, H & Moore, R A (2003) Audience Awareness in L1 and L2 Composing of Bilingual Writers TESL-EJ 7(1), p 42 Zaki, A A., & Md Yunus, M (2015) Potential of Mobile Learning in Teaching of ESL Academic Writing English Language Teaching 8(6), pp 11-19 Retrieved on 21 February, 2018 from Appendix QUESTIONNAIRE AN EVALUATION OF THE DISCOURSE APPROACH TO THE ACADEMIC WRITING CLASS This questionnaire is designed to investigate your attitudes and the effectiveness of the method used in this writing course Your responses are greatly appreciated as they might suggest some solutions to improve the language learning process All the information on this questionnaire will be confidential GENERAL EVALUATION For question 1, please CIRCLE a number from to that is most closely the same as your situation The scale of - represents the following ratings: = least useful, = a bit useful, = useful, = quite useful, = most useful How useful were the following activities for improving your writing? using model writing texts analyzing model texts constructing new texts in groups and in pairs writing essays individually For question 2, please CIRCLE a number from to that is most closely the same as your situation The scale of 1-5 represents the following ratings: 1= least interesting, 2= a bit interesting, 3= interesting, 4= quite interesting, 5= most interesting How interesting were the following activities for improving your writing? using model writing texts analyzing model texts constructing new texts in groups and in pairs writing essays individually KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 35 v PHƯƠNG PHÁP GIẢNG DẠY USE OF MODEL TEXTS Do you prefer to learn writing from the textbook or from the model texts (e.g taken from the Internet and other books)? textbook model texts How often did you use the information in model texts in your writing? In what way did you benefit from the model texts? (You can choose MORE THAN ONE) getting ideas learning the layout of a topic learning the steps of writing each type of writing identifying the purpose and the use of each type of writing learning new vocabulary relating to the topics learning grammar structures learning transitions other: ………………………………………………………………………………………… ANALYSIS OF MODEL TEXTS Do you think that analyzing model texts can help you become …… (Please CIRCLE the answers) aware of the texts patterns (layout and steps)? Yes No aware of specific grammar structures used in each type of writing? Yes No more proficient in using vocabulary for each topic? No Yes aware of the ideas, cohesion, and coherence? Yes No other: ………………………………………………………………………………………… BRAINSTORMING AND OUTLINING IDEAS Do you think that working in pairs and in groups can help you … (Please CIRCLE the answers) brainstorm the ideas more easily? Yes No organize the ideas more logically? Yes No Yes No checking mistakes more effectively? other: ………………………………………………………………………………………… LEANERS’ SATISFACTION WITH THEIR PROGRESS For questions 8-12, please CIRCLE a number from to that is most closely the same as your situation The scale of 1-5 represents the following ratings: 1= strongly disagree, 2= disagree, 3= no opinion, 4= agree, 5= strongly agree I feel more confident in writing descriptive essays I feel more confident in writing narrative essays 10 I feel more confident in writing argumentative essays 36 KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 1 2 3 4 5 PHƯƠNG PHÁP GIẢNG DẠY v 11 I have become aware of different aspects of writing, e.g cohesion, coherence 12 I feel I have improved my writing ability 5 LEARNERS’ INTEREST For questions 13-14, please CIRCLE a number from to that is most closely the same as your situation The scale of 1-5 represents the following ratings: 1= not interested, 2= not much interested, 3= interested, 4= very interested, 5= most interested 13 How would you rate your interest in English learning before this course? 14 How would you rate your interest in English learning after this course? 15 Do you want to study with this method in the next course? Yes No 16 If there was any or no improvement in your interest, what you think was the cause? ……………………………………………………………………………………………………… SUGGESTIONS 17 What you like best in this course? Please explain why ………………………………………………………………………………………………………… 18 If you could change or add anything in this course, what would your change be? Please explain ………………………………………………………………………………………………………… THANK YOU FOR YOUR COOPERATION! AN INVESTIGATION INTO USING DISCOURSE APPROACH TO TEACH ACADEMIC WRITING AT BANKING UNIVERSITY, HO CHI MINH CITY NGUYEN QUANG NHAT NGUYEN NGOC PHUONG DUNG Abstract: For years, it has been observed that traditional methods are still dominant in many Vietnamese writing classes at tertiary level Therefore, a course applying discourse approach into teaching academic writing was taught to find out whether this method may bring about any better improvement in learners’ achievements and attitudes 30 Vietnamese English-majored students at Banking University of Ho Chi Minh City participated in the study during the second semester of 2017 Through questionnaires and final test comparison, the responses suggested that discourse approach could be quite beneficial as this technique helped improve learners’ performance and attitudes in academic essay writing Keywords: academic writing, discourse approach, performance and attitudes Received: 02/3/2018; Revised: 11/4/2018; Accepted for publication: 20/6/2018 KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 37 ... with authentic materials taken from books and the Internet, KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 27 v PHƯƠNG PHÁP GIẢNG DẠY learners were involved in a critical analysis of the way in which... The grade descriptive analysis from two groups’ results (n=60) KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 29 v PHƯƠNG PHÁP GIẢNG DẠY Table 3: The Normality and Homogeneity tests results (n=60) Table... 1: The mean plot of grade between two classes results (n=60) 30 KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 14 - 7/2018 PHƯƠNG PHÁP GIẢNG DẠY v classes Table is the results of two assumption tests based on