NGHIÊN CỨU VỀ SỰ TƯƠNG TÁC GIỮA NGƯỜI THUYẾT TRÌNH VÀ KHÁN GIẢ KHI HỌC KỸ NĂNG THUYẾT TRÌNH CỦA SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI KHOA NGOẠI NGỮ - ĐẠI HỌC THÁI NGUYÊN

Nghiên cứu này tìm hiểu về sự tương tác giữa người thuyết trình và khán giả khi học kỹ năng thuyết trình của sinh viên chuyên ngành tiếng Anh tại Khoa Ngoại ngữ, Đại học Thái Nguyên (SF[r]

174(14) Năm 2017 Tạp chí Khoa học Công nghệ Journal of Science and Technology SỐ ĐẶC BIỆT CHÀO MỪNG KỶ NIỆM 10 NĂM THÀNH LẬP KHOA NGOẠI NGỮ - ĐẠI HỌC THÁI NGUYÊN (2007 – 2017) Môc lôc Trang TS Lê Hồng Thắng - Bàn dạy-học ngoại ngữ qua đề án góc độ giáo học pháp Nguyễn Thị Như Nguyệt, Chu Thành Thúy - Đánh giá lực đầu tiếng Nga sinh viên trình độ A2B1 theo khung tham chiếu chung châu Âu Khoa Ngoại ngữ - Đại học Thái Nguyên Nguyễn Thùy Linh - Kiểm tra đánh giá giảng dạy môn đề án ngôn ngữ - số chia sẻ từ thực tế 13 Vũ Thị Thanh Huệ - Nhận thức sinh viên khóa đọc mở rộng trực tuyến với trợ giúp mạng xã hội Edmodo 19 Mai Thị Thu Hân, Nguyễn Thị Liên, Hoàng Thị Tuyết, Dương Thị Ngọc Anh - Tăng cường tính tự học dự án học tập - nghiên cứu tình trường Đại học Hoa Lư 25 Dương Đức Minh, Dương Lan Hương - Nghiên cứu tương tác người thuyết trình khán giả học kỹ thuyết trình sinh viên chuyên ngành tiếng Anh Khoa Ngoại ngữ - Đại học Thái Nguyên 31 Phạm Thị Kim Uyên - Sử dụng nhật ký dạy biên dịch cho sinh viên chuyên ngữ Đại học Nha Trang 37 Lê Thị Hồng Phúc - Phản hồi sinh viên dự án TV show lấy điểm cuối kỳ khóa ngữ âm 43 Hán Thị Bích Ngọc - Dạy học ngoại ngữ bên lớp học - ứng dụng mạng xã hội facebook dạy học tiếng Anh 49 Nguyễn Ngọc Lưu Ly, Quách Thị Nga - Vài nét việc sử dụng truyền thông đa phương tiện giảng dạy tiếng Trung Quốc trình độ sơ cấp Khoa Ngoại ngữ - Đại học Thái Nguyên 55 Lê Thị Hòa, Đậu Thị Mai Phương - Nâng cao kỹ kỷ 21 học tiếng Anh chuyên ngành thông qua dự án 61 Nguyễn Thị Bích Ngọc, Trần Minh Thành - Phương pháp gia tăng hiệu đề án tạp chí tiếng Anh việc học viết cho sinh viên chuyên ngành tiếng Anh Khoa Ngoại ngữ - Đại học Thái Nguyên 67 Hoàng Thị Huyền Trang, Nguyễn Thị Ngọc Anh - Phát triển khả đọc hiểu tiếng Anh cho sinh viên ngoại ngữ thông qua đọc có nội dung bao hàm yếu tố văn hóa phù hợp 73 Nguyễn Quốc Thủy, Nguyễn Thị Đoan Trang - Dạy - học ngoại ngữ qua đề án tạp chí trường Đại học Sư phạm – Đại học Thái Nguyên 79 Nguyễn Tuấn Anh - Thiết kế tổ chức dạy học mơn báo chí trực tuyến theo hướng học ngôn ngữ qua dự án cách đảm bảo tính đa ngành chương trình đào tạo 85 Đỗ Thị Sơn, Đỗ Thị Phượng - Nghiên cứu phân tích lỗi sai sinh viên Khoa Ngoại ngữ - Đại học Thái Nguyên dịch trực tiếp từ Hán Việt sang tiếng Trung Quốc giải pháp khắc phục 91 Trần Đình Bình - Ứng dụng phương pháp dạy học qua dự án dạy học ngoại ngữ Việt Nam 97 Lê Thị Khánh Linh, Lê Thị Thu Trang - Phương tiện biểu đạt thái độ người kể chuyện chương trình talk show Mỹ Việt Nam 103 Đỗ Thanh Mai, Phùng Thị Thu Trang - Ứng dụng Moodle dạy học trực tuyến học phần tin học đại cương Khoa Ngoại ngữ - Đại học Thái Nguyên 109 Mai Thị Ngọc Anh, Vi Thị Hoa, Phạm Hùng Thuyên - Vận dụng phương pháp dạy học theo dự án giảng dạy môn tiếng Trung du lịch Khoa Ngoại ngữ - Đại học Thái Nguyên 117 Trần Thị Hạnh - Nhận thức sinh viên việc ứng dụng Edmodo công cụ phụ trợ học tập 123 Bùi Thị Ngọc Oanh - Cải thiện kỹ nói sinh viên khơng chun trình độ A2 với dạy học qua đề án 129 Nguyễn Hạnh Đào, Đinh Nữ Hà My - Nghiên cứu tình khó khăn với người học điều cần lưu ý giảng dạy môn tiếng Anh chuyên ngành áp dụng phương pháp học qua dự án 135 Nguyễn Thị Kim Oanh - Sử dụng đường hướng học tập theo dự án cho môn học tiếng Anh chuyên ngành Viện Ngoại ngữ, Đại học Bách Khoa Hà Nội: lợi ích, thách thức đề xuất 141 Vũ Thị Kim Liên - Phát triển lực ngữ dụng sinh viên trường Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội 147 Đàm Minh Thủy - Tích hợp kỹ học ngoại ngữ thơng qua dự án làm video “Tìm hiểu ảnh hưởng văn hóa Pháp Việt Nam” 153 Nguyễn Thị Thu Hoài - Thực trạng thực tập giảng dạy tiếng Anh số trường THPT thành phố Thái Nguyên đề xuất giải pháp 159 Nguyễn Thị Ngọc Anh, Hoàng Huyền Trang - Khảo sát lỗi sai sinh viên Trung Quốc học tiếng Việt Khoa Ngoại ngữ - Đại học Thái Nguyên đề xuất khắc phục 165 Quách Thị Nga, Đỗ Thị Thu Hiền - Những vấn đề tồn giáo trình đối dịch Trung - Việt Việt Nam giải pháp khắc phục (khảo sát Khoa Ngoại ngữ - Đại học Thái Nguyên) 171 Phan Thanh Hải - Hướng tới chương trình đào tạo cử nhân sư phạm tiếng Anh dựa đề án học tập đào tạo đại học định hướng thực hành ứng dụng nghề nghiệp 177 Lê Vũ Quỳnh Nga, Lý Thị Hoàng Mến, Nguyễn Thị Thu Oanh - Nâng cao chất lượng dịch sinh viên Khoa Ngoại ngữ - ĐHTN thông qua việc áp dụng phương pháp học tập hợp tác 183 Đoàn Thị Thu Phương - Phong cách học ngoại ngữ học sinh lớp 11, Nam Định 189 Đinh Thị Liên, Nguyễn Thị Ngọc Anh - Hệ thống biểu tượng Then Tày 197 Dương Đức Minh Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 31-36 A STUDY ON THE INTERACTION BETWEEN THE PRESENTER AND AUDIENCE IN THE PRESENTATION SKILL FOR ENGLISH MAJOR STUDENTS AT SCHOOL OF FOREIGN LANGUAGES - THAI NGUYEN UNIVERSITY Duong Duc Minh1*, Duong Lan Huong2 International School – TNU, 2School of Foreign Languages- TNU SUMMARY This study is an investigation into the interaction between the presenter and the audience in the presentation skill for English major student at School of Foreign Languages, Thai Nguyen University (SFL-TNU) with the purpose of indicating factors influencing the interaction in students’ presentation This investigation was conducted using the upper-intermediate level of English proficiency in SFL-TNU with forty fourth-year English major students, as repondents The main data collection instrument of this investigation was a questionnaire named Interaction Inventory for Language Presentation While, the supplemental instrument was the Process questionnaire designed mainly to gain the subjects’ background information The results of the study were thoroughly analyzed and discussed to find out how students use these factors to improve their interaction skills From the results, some suggestions for students and teachers at SFL-TNU proposed to intensify the interacting quality in presentation Key words: presentation skill, presenter, English major students, School of Foreign Languages, Thai Nguyen University INTRODUCTION * Nowadays, English is used all over the world for communication It is necessary for everybody in the world in general and in Vietnam in particular to communicate in English with people from other countries One thing which marks the breakthrough of the way the teachers teach their students and the ways the students learn things are indications to the growth and development of the Oral Presentation Students are asked to make presentation in many subjects Therefore, learning presentation skills is, without any doubt, very useful for students to initiatively acquire and practice the languages that they are studying As a matter of fact, through the subjects that require students to make presentations, there are a number of problems related to presentation skills that they confront with such as overload of information, body language, interaction between audiences and presenters, illustration, etc Typically, the biggest problem that presenters are facing is the interaction with their audience; many * Tel: 0968747733; Email:minhdd@tnu.edu.vn presenters cannot lead their audiences to be interested in the speech for many reasons Foreign language learners tend to lose their audiences’ interest during presentation time They mostly concentrate on ensuring adequate content as well as the amount of information of the speech and forget how they are presenting or if their audiences pay attention to the speech or not Presenters may lose confidence during the presentation, speak quickly and just present like a “machine” Hence, listeners are not interested in the presentation and cannot acquire useful and interesting information from the speech This is academic reality and is proved by feedback of teachers and students at the end of each presentation in the School of Foreign Languages in particular and in Thai Nguyen University in general LITERATURE REVIEW Definition of presentation According to Kathleen (2011, p.249) [7] “Public speaking occurs when one person addresses a group of listeners for a specific purpose” Likewise, Clella (2007, p.27) [1] defines, “Public speaking occurs when one 31 Dương Đức Minh Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ person prepares and performs a speech for a group that listens, generally without interrupting the speaker’s flow of ideas” Accordingly, speaker presents a particular topic to a group of listeners for a specific purpose Presentation is the method of presenting: a verbal report presented with illustrative material such as slides, graphs, etc In detail, a person presents a topic using verbal and non-verbal strategies to listeners for a certain purpose Based on this purpose, the topic is created for these specific listeners The listeners comprehend the ideas from the presentation and then provide feedback to the presenter Factors influencing interaction in presentation Topic selection According to Joseph (2000, p.285) [6], “A suitable presentation topic should be worthwhile and deal with matters of substance; appropriate to presenters and their audience” Accordingly, the topics should be appropriate to both presenters and their audience Audience analysis Dwyer (2005, p.21) [2] defines, “a good speaker always considers how to connect the audience and the message” The preparation for a presentation must include gathering information about the audience and their needs It is critical that preparation efforts include some amount of audience analysis As Nelson et al., (2009, p.21) [8] states that, “Audience analysis is discovering as much as possible about an audience for the purpose of improving communication with them Audience analysis is considered as a presenter’s key to success” Organization A well-organized presentation is more likely to be believed If speakers present a poorly organized presentation, their listeners will find them less believable at the end than they did at the beginning of the presentation Stephen (2004, p.203) [9] gives evidence that, “Using a clear, specific method of 32 174(14): 31-36 presentation organization can boost the presenters’ confidence; improve their ability to deliver a message fluently and interact with their audience more effectively Stage fright One of the major concerns of any presenters in making presentations is stage fright As Galvin & Terrell (2001, p.9) [4] states that, “Stage fright is anxiety over the prospect of giving a presentation in front of the audience” Actually, most people tend to be anxious before doing something important in public This is perfectly normal as Steve, M (2000, p.7) [10] states that, “anxiety is a natural state that exists any time people are placed under stress Giving a presentation will normally cause some stress” Visual aids There are various types of visual aids but a competent presenter needs to know the pros and cons of each type to select the right ones for his or her purposes right after he or she has identified places where support is helpful Several visual aids could potentially make their ideas more understandable, although one type is often better than another Clella (2007, p.39) [1] points out that, “the key is to choose the best support, not the kind that is easiest to create” Making interest One of the best effective methods that presenters use to interact with their audience is making interest and gaining attention It will be easier for presenters to convey their message more effectively if their audience are interested in their presentation The following sections discuss some common methods to grab the audience’s attention as suggested by Diana & James (1995) [3]: Quotation, Arousing audience curiosity, Inviting audience to participate, Humor, Rhetorical question, Role – play, Startling statement Eye contact and facial expressions Eye contact refers to making a visual connection between presenters and audience Dương Đức Minh Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ Having good eye contact with the audience is important for three reasons: (1) It creates an important bond of communication and rapport between presenters and audience (2) It shows the presenters’ sincerity People distrust someone who will not look at them openly and candidly If the presenters want their audience to have confidence in what they are saying, look at them (3) It enables the presenters to get the audience feedback Looking directly to the audience makes the presenters instantly aware of any lapses of communication As Jaffe (2007, p.310) [5] concerned, “If the presenters not look at the audience, they will lose their audience’s attention and respect, the goal is to give each and every audience member the sense that the presenters are connected to their audience” METHODODLOGY Research Questions - How the fourth-year English major students interact with the audience during their presentation? - What are possible factors influencing the interaction in the presentation skill of the fourth-year English major students? - What are the effective methods that the fourth year English major students can use to interact with their audience in presentation? Participants and Setting of the Study The study was undertaken with the participation of 40 students in one class At the time of the study, all respondents had at least five years of English learning experience at secondary schools, high schools where they mainly had been taught grammar and vocabulary, and three years at university to study and practice the four main language skills (listening, reading, writing and speaking) Most of modules that students study in the fourth year have requirements for the students’ presentation in the process of studying but there is only a module that mainly focuses on teaching presentation skills, the subject “Oral presentation in English” There 174(14): 31-36 are 45 periods were dedicated specifically to presentation; in other words, students had periods (150 minutes) for presentation a week Instruments The Interaction Inventory for Language Presenting (IILP) questionnaire was used as the main data collection instrument for the present study It concentrates on factors influencing interaction in presentation process like audience analysis, gesture, eye contact, facial expression, etc In the IILP questionnaire, five choices provided for the subjects correspondingly (1) never or almost never true, (2) occasionally true, (3) sometimes true; (4) usually true; and (5) always or almost true FINDINGS AND DISCUSSION Students’ preparation before the presentation Topic selection and audience analysis Table 1shows that more than two third of the students (64%) answered usually and always in choosing a topic that they like best On the contrary, nearly one third of the totals (36%) answered sometimes and occasionally in choosing a topic that interests them No student answered never choose such topic Table Topic selection and Audience analysis Option Items 1 0% 8% 16 % 40 % 20 % 32 % 20 % 10 % 44 % 10 % Finding the right topic is one of the most important skills in successful presentation In most speaking classes, students are permitted to choose their own topics Given such freedom, some students spend days walking around with confusion to choose a suitable topic to speak on and they get stuck at this stage Speakers need to choose topic as far ahead of presentation date as possible because they will need to spend a great deal of time and energy on other important tasks, such as researching, outlining, and practicing 33 Dương Đức Minh Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ Therefore, it is important for students to select a topic that is appropriate not only for themselves but also for their audience Table also shows 48% students thoroughly analyze their audience before a presentation Conversely, only 10% of the students always thoroughly analyze their audience before a presentation and 10% usually use audience analysis method in preparation process; and 32% sometimes analyze the audience to prepare a presentation In presentation, only when students are aware of the importance of audience analysis, they must have the ability to confidently stand in front of their audience to present something They need to know a well prepared presentation given to wrong audience can have the same effects as a poorly prepared presentation given to the correct audience Audience is always the most important factor in making an interactive presentation A presenter’s purpose is always based on a consideration of the audience, and a presenter’s situation includes the audience In other words, students can never forget that their presentation is intended for the audience Some students say that it is unnecessary to analyze who their audiences are because most of their audiences usually are their classmates and they already know their classmates’ ability as well as needs Dealing with nervousness As can be seen from Table 2, one third of the totals cannot overcome the nervousness while delivering a presentation with 30% occasionally true and 5% never true; whereas, 37% can use both energy and composure in delivering a presentation Out of 28% the students who sometimes reduce their anxiety Table Dealing with nervousness Option Items 5% 5% 34 30 % 25 % 28 % 19 % 32 % 35 % 5% 16 % 174(14): 31-36 The results show that many students cannot overcome the stage fright while delivering a presentation They cannot use both energy and composure to effectively convey their message As be seen, 37% of the students who can use both energy and composure in delivering a presentation and 35% students are not factual but occasionally true to use both energy and composure in delivering a presentation, in order to deal with nervousness, they need to their best to act cool and confident on the outside Item shows that majority of the respondents said they communicate ideas with enthusiasm in delivering a presentation (51%) In contrast, only 5% out of 40 students said that they are not enthusiastic to present something and 25% students just occasionally communicate ideas with enthusiasm The percentage of the students who sometimes feel enthusiastic to present is 19% As mentioned earlier, a suitable presentation topic should be worthwhile and appropriate to both the presenters and the audience After analyzing the audience, students should choose a topic that is interesting not only for their audience but also for themselves Using visual aids The finding clearly shows that more than a haft of the totals (54%) not put all information and ideas of the presentation in their slides, while the percentage of students who put all information of their presentation in slides account for about one fifth of the totals (21%) The majority of the students are aware of the fact that if all information of the presentation appeared in the slides that means they misuse their slides instead of slides as a tool to reinforce their presentation A slide with many information and ideas inside will distract the audience Listeners will pay attention to the slides instead of listening to the presenters causing lack of interaction between presenter and audience in a presentation Dương Đức Minh Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ Table Using visual aids Option Items 5 32% 22% 25% 13% 8% 12% 26% 32% 20% 10% Item aims at indicating another angle of the combination between preparation and designing slides The figures in Table show that one third of the totals (32%) sometimes reading from their notes or slides and not paying much attention to the audience Another one third of the totals (30%) responsed that they are independent of notes or slides and pay maximum attention to their audience On the contrary, 36% of the students said that they need to depend on their notes or slides and therefore, they cannot pay much attention to their audience (38%) In terms of preparation, the main reason for this problem is that students not prepare the speech carefully at home The numbers of words, figures, or pictures on one slide should be limited For these reasons, it is necessary for students to prepare their presentation cautiously at home and learn some tips in using powerpoint effectively in order to avoid depending too much on notes or slides and improve interaction in presentation Students’ performances in the presentaion (Using body language) In terms of body language, three items in the IILP are focused on studying the students’ eye contact, facial expression and gestures in presentation Following are the results analyses of each Table Using body languages Option Items 5% 8% 2% 15 % 23 % 30 % 30 % 25 % 38 % 40 % 27 % 20 % 10 % 17 % 10 % 174(14): 31-36 The responses for item show that a half of the totals are aware of the importance of having eye contact with the audience Eye contact creates the bond of communication and rapport between students and their listeners It helps students not only to show their sincerity but also to get the audience feedback With 20% of the students who not know how to communicate with their listeners by eye contact, they should know that they will lose their audience’s attention and respect Some students said that they not know how to use eye contact as an interactive method; they just rarely look at their listeners, all the time they look at their notes, slides, background or ceiling of classroom or around the room It can be seen from Table that 44% of the respondents can keep facial expressions natural and friendly; whereas, one third of the total respondents cannot show their face expression naturally and friendly Results show that facial expressions, especially smiles can make students deal with nervousness and overcome stage fright Furthermore, the audience will also feel more comfortable and relaxed if their speakers are not too serious and fastidious Gestures express emotions through the movement of presenters’ limbs, body, or head Although these students are probably unaware of their hands when they talk to their classmates, their arms and hands may seem larger than life when they are standing in front of a roomful of people Some of them put their hands in the pocket, others tie their hands behind their back while presenting CONCLUSION In conclusion, interacting with the audience in the presentation involves various techniques that are quite easily comprehended if well learnt and regularly practiced Interaction helps to improve the quality of the presentation, involve the audience to participate in the presenters’ speech, and build the presenters’ skills as well as 35 Dương Đức Minh Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ competence Moreover, presentation is a typical part of a language, consequently, when delivered in English by students at SFLTNU, certain problems cannot be avoided REFERENCES Clella, J (2007), Public speaking: Concepts and skills for a diverse society (6th ed.), Boston, MA: Cengage Dwyer, K K (2005), Conquer your speech anxiety, Second Edition, Belmont, CA: Wadsworth Diana, P C & James, P (1995), Public Speaking Today (2nd ed), Illinois USA: National Textbook Company, p.127 Galvin, K M & Terrell, J (2001), Communication Works!: Communication Application in the Workplace, Illinois USA: National Textbook Company 174(14): 31-36 Jaffe, C (2007), Public Speaking: Concepts and Skills for a Diverse Society (5thed), Australia: Thomson Wadsworth Joseph, A D (2000), Human Communication: The Basic Course, The United States: AddisonWesley Educational Publishers Inc Kathleen, G (2011), Principles of Public Speaking, Routledge Publishing House Nelson, P E., Titsworth, S., & Pearson, J.C (2009), iSpeak: Public Speaking for Contemporary Life (2008 ed), New York: McGraw-Hill Higher Education, Stephen, E L (2004), The Art of Public Speaking (8th ed), New York: McGraw-Hill Higher Education 10 Steve, M (2000), Effective Presentation Skills: A Practical Guide to Better Speaking, USA: Thomson Learning TÓM TẮT NGHIÊN CỨU VỀ SỰ TƯƠNG TÁC GIỮA NGƯỜI THUYẾT TRÌNH VÀ KHÁN GIẢ KHI HỌC KỸ NĂNG THUYẾT TRÌNH CỦA SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI KHOA NGOẠI NGỮ - ĐẠI HỌC THÁI NGUYÊN Dương Đức Minh1*, Dương Lan Hương2 Khoa Quốc tế - ĐH Thái Nguyên, 2Khoa Ngoại ngữ - ĐH Thái Nguyên Nghiên cứu tìm hiểu tương tác người thuyết trình khán giả học kỹ thuyết trình sinh viên chuyên ngành tiếng Anh Khoa Ngoại ngữ, Đại học Thái Nguyên (SFL-TNU) với mục đích yếu tố ảnh hưởng đến tương tác thuyết trình cảu sinh viên Nghiên cứu thực 40 sinh viên chuyên ngành tiếng Anh năm thứ tư trình độ tiếng Anh trung cấp Khoa Ngoại ngữ - ĐHTN Cơng cụ thu thập liệu điều tra bảng câu hỏi có tên Bảng câu hỏi tương tác thuyết trình (IILP) Bảng câu hỏi thiết kế chủ yếu nhằm thu thập thông tin của sinh viên thuyết trình kỹ yếu tố cần thiết thuyết trình Các kết nghiên cứu phân tích thảo luận kỹ lưỡng để trình bày cách sinh viên sử dụng yếu tố để nâng cao kỹ tương tác em Từ kết quả, số gợi ý cho sinh viên giáo viên SFL-TNU tăng cường chất lượng tương tác học mơn thuyết trình thực tế thuyết trình trước khán giả Từ khóa: kỹ thuyết trình, thuyết trình viên, khán giả, sinh viên chuyên ngành tiếng Anh, Khoa Ngoại ngữ, Đại học Thái Nguyên Ngày nhận bài: 15/10/2017; Ngày phản biện: 30/10/2017; Ngày duyệt đăng: 13/12/2017 * Tel: 0968747733; Email: minhdd@tnu.edu.vn 36 174(14) oà soT Năm 2017 Tạp chí Khoa học C«ng nghƯ Journal of Science and Technology THE SPECIAL ISSUE FOR THE 10th FOUNDATION ANNIVERSARY SCHOOL OF FOREIGN LANGUAGES - TNU (2007-2017) Content Page Le Hong Thang – Discussion on Project-Based Learning Approach Nguyen Thi Nhu Nguyet, Chu Thanh Thuy - Students’ Output Competency Assessment in Using Russian Language at Level A2-B1 on the Basis of Common European Framework of Reference at School of Foreign Languages, Thai Nguyen University Nguyen Thuy Linh - Evaluation and Assessment in Project-Based Learning - Some Practical Suggestions 13 Vu Thi Thanh Hue - Students’ Perception about an Online Extensive Reading Course with the Help of Edmodo 19 Mai Thi Thu Han, Nguyen Thi Lien, Hoang Thi Tuyet, Duong Thi Ngoc Anh - Fostering Learners’ Autonomy through Project Work in an ESP Class at Hoa Lu University: A Case Study 25 Duong Duc Minh, Duong Lan Huong - A Study on the Interaction between the Presenter and Audience in the Presentation Skill for English Major Students at School of Foreign Languages - Thai Nguyen University 31 Pham Thi Kim Uyen - Use of Journals in Teaching Translation for English Major Students of Nha Trang University 37 Le Thi Hong Phuc - Students’ Responses to the TV Show Project as the End-of-Term Assessment in the Pronunciation Course 43 Han Thi Bich Ngoc - Teaching Outside the Classroom - Integrating Social Media into Innovative Language Teaching: The Case of Facebook 49 Nguyen Ngoc Luu Ly, Quach Thi Nga - Some Features in Applying Multimedia Tools into Teaching Elementary Chinese in School of Foreign Languages - Thai Nguyen University 55 Le Thi Hoa, Dau Thi Mai Phuong - Fostering the 21st Century Skills in Project-Based ESP Learning 61 Nguyen Thi Bich Ngoc, Tran Minh Thanh - Methods to Increase the English Magazine Project Power in the Study of the English Written Language for English Major Students at School of Foreign Languages - Thai Nguyen University 67 Hoang Thi Huyen Trang, Nguyen Thi Ngoc Anh - Developing English Language Reading Comprehension amongst EFL/ESL Learners through Culturally Relevant Texts 73 Nguyen Quoc Thuy, Nguyen Thi Doan Trang - Teaching Foreign Languages through Magazine Project at Thai Nguyen University of Education 79 Nguyen Tuan Anh - PBLL Course Development as a Way of Ensuring a Multidisciplinary Program 85 Do Thi Son, Do Thi Phuong - An Analysis of Students’ Errors at School of Foreign Languages, Thai Nguyen University in Directly Translating from Sino-Vietnamese Words to Chinese and Solutions 91 Tran Dinh Binh - Application of Project-Based Learning in Language Teaching in Vietnam 97 Le Thi Khanh Linh, Le Thi Thu Trang- Evaluative Devices in Personal Narratives from American and Vietnamese Talk Shows 103 Do Thanh Mai, Phung Thi Thu Trang - The Application of Moodle in E-Learning and Teaching Informatics at School of Foreign Languages – Thai Nguyen University 109 Mai Thi Ngoc Anh, Vi Thi Hoa, Pham Hung Thuyen - Application of Project-Based Learning to the Teaching of Chinese Excursion at School of Foreign Languages – Thai Nguyen University 117 Tran Thi Hanh - Students’ Perceptions on the Use of Edmodo as a Supplementary Tool in Learning 123 Bui Thi Ngoc Oanh - Using Project-Based Learning to Improve English Speaking Skills of Non-English Major Students of Level A2 129 Nguyen Hanh Dao, Dinh Nu Ha My - A Participatory Case Study into Learners’ Difficulties and Pedagogical Implications of Doing Project-Based Learning ESP Course 135 Nguyen Thi Kim Oanh - Project-Based Language Learning Adopted for an ESP Module in School of Foreign Languages, Hanoi University of Science and Technology: Benefits, Challenges and Recommendations 141 Vu Thi Kim Lien - Enhancing Pragmatic Competence of Students at University of Languages and International Studies, VNU 147 Dam Minh Thuy - Integrated Skills in Foreign Language Learning via Video Project "Study of the Cultural Influences of France in Vietnam" 153 Nguyen Thi Thu Hoai - Situation of Intern Teaching Program of English Subject at Some Selected High Schools in Thai Nguyen City and Suggested Sollutions 159 Nguyen Thi Ngoc Anh, Hoang Huyen Trang - Language Errors of Chinese Students Studying Vietnamese Language at School of Foreign Languages, Thai Nguyen University and Proposals for Correction 165 Quach Thi Nga, Do Thi Thu Hien - Problems and Suggestions for Chinese - Vietnamese Translation Textbooks in Vietnam (Investigate in School of Foreign Languages - TNU) 171 Phan Thanh Hai - Toward a Project Based Learning Curriculum for TEFL B.A Program within Profession Oriented Higher Education 177 Le Vu Quynh Nga, Ly Thi Hoang Men, Nguyen Thi Thu Oanh - Enhancing Students’ Translation Performance in School of Foreign Languages: An Application of Cooperative Learning Doan Thi Thu Phuong - Language Learning Style Preferences of Grade 11 Students at a High School, Nam Dinh Dinh Thi Lien, Nguyen Thi Ngoc Anh - The System of Symbols in Then Songs of Tay People 183 189 197 ... Learning TÓM TẮT NGHIÊN CỨU VỀ SỰ TƯƠNG TÁC GIỮA NGƯỜI THUYẾT TRÌNH VÀ KHÁN GIẢ KHI HỌC KỸ NĂNG THUYẾT TRÌNH CỦA SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI KHOA NGOẠI NGỮ - ĐẠI HỌC THÁI NGUYÊN Dương Đức... Hương2 Khoa Quốc tế - ĐH Thái Nguyên, 2Khoa Ngoại ngữ - ĐH Thái Nguyên Nghiên cứu tìm hiểu tương tác người thuyết trình khán giả học kỹ thuyết trình sinh viên chuyên ngành tiếng Anh Khoa Ngoại ngữ, ... giáo viên SFL-TNU tăng cường chất lượng tương tác học mơn thuyết trình thực tế thuyết trình trước khán giả Từ khóa: kỹ thuyết trình, thuyết trình viên, khán giả, sinh viên chuyên ngành tiếng Anh,