iosr-JRME   Volume-13 ~ Issue-3 ~ May – June 2023

Abstract: Experiential learning is a method that plays an important role in the general education curriculum in Vietnam. Well-organized experiential activities will help educators and learners to achieve long-term goals such as: broadening students' knowledge, developing morals, competencies, awareness, and having responsibilities of citizenship in both local and national context. This article illustratres and analyzes results obtained in the experiential teaching on the topic of Climate Change in Physics at Hong Quang High School (Vietnam).

Key Word: Experiential learning, Climate change, Environmental protection, Teaching Physics

[1]. Ministry of Education and Training (MOET), (2018). High Education Program for Physics (Issued under Circular No. 32/2018/TT-BGDĐT dated December 26, 2018 of the Minister of Education and Training).
[2]. Kolb, David A, (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc., Englewood Cliffs, N.J.
[3]. Breunig, Mary C. (2009). "Teaching Dewey's Experience and Education Experientially". In Stremba, Bob; Bisson, Christian A. Teaching Adventure Education Theory: Best Practices. (https://books.google.com/books?id=XHmJdHRbYQQC&pg=PA122). p. 122. ISBN 9780736071260.
[4]. Makiguchi T., (2009). Education for creative life. Vietnam: Young publishers.
[5]. Lien, N.T., et al. (2016). Organizing creative experiential activities in high schools. Education publisher..

Abstract: This research paper examines the implementation of Content-based Language Teaching (CBLT) for English for Engineering in university corporations in Medellín, Colombia. The study aims to develop relevant and authentic materials to enhance learners' language skills and domain-specific knowledge. A mixed-methods approach was employed, including a needs analysis, program development and implementation, and a program evaluation. The needs analysis revealed that engineering students in Medellín expressed a strong desire to improve their English language skills and struggled with technical vocabulary and jargon. The CBLT program, designed based on the needs analysis...

Key Word: Content-based Language Teaching, English for Engineering, domain-specific knowledge, Medellín, program evaluation

[1]. Arnó, E. & Mancho, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes. 37. 63–73. 10.1016/j.esp.2014.06.007.
[2]. Belcher D.D., Hirvela A. (2001). Linking literacies: Perspectives on L2 reading–writing connections. Ann Arbor, MI: University of Michigan Press.
[3]. Brinton, D. M., Snow, M. A., & Wesche, M. (2003). Content-based second language instruction. Ann Arbor, MI: University of Michigan.
[4]. Brown, H., & Bradford, A. (2016). EMI, CLIL, & CBI: Differing approaches and goals. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in Language Education (pp. 328–334). JALT. https://jaltpublications.org/files/pdf-article/jalt2016-pcp-042.pdf
[5]. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo, Japan: JALT..

Abstract: School adjustment among form one students in Murang'a South Sub-County, Kenya has become a concern as more and more students continue to find it difficult to fit in and cope with the school environment. This has posed serious problems among some students who develop a negative attitude and behavior towards the school, hindering them from comfortably engaging in learning and even dropping out of school. Very little effort has been employed to investigate factors that contribute to students' poor adjustment to the school environment. The purpose of the study was therefore to find out whether students' perceived psychosocial support had any relationship with....

[1]. Akanni, A. A., &Oduaran, C. A. (2018). Perceived social support and life satisfaction among freshmen: Mediating roles of academic self-efficacy and academic adjustment. Journal of Psychology in Africa, 28(2), 89–93. https://doi.org/10.1080/14330237.2018.1454582
[2]. Awang, M. M., Kutty, F. M., & Ahmad, A. R. (2014). Perceived social support and well-being: First-year student experience in University. International Education Studies, 7(13), 261 – 270. https://doi.org/10.5539/ies.v7n13p261
[3]. Byrne, B. M. (2010). Structural equation modelling with Amos: Basic concepts, applications, and programming. New York: Taylor and Francis Group.
[4]. Creswell, J. W. (2012). Educational Research: Planning,conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson
[5]. Erikson, E. H. (1946). Ego development and historical change. The Psychoanalytic Study of the Child, 2, 359 – 396.
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Abstract: In order to cultivate innovative talents in the new era, the integration of aesthetic education and thinking and politics education is the new development goal of the general education curriculum in higher education. In order to implement the Ministry of Education's "Guideline for the Construction of Curriculum Civics in Higher Education" and to explore the path to enhance the comprehensive quality of talents in higher education, the Liaoning Institute of Foreign Trade and Economic Cooperation (LIFETEC) opened the course "Theatre Appreciation" for undergraduate students in 2021....

Key Words: Higher Education ,Aesthetic Education in Drama, Curriculum Civics

[1]. Yin Songjian. The righteousness and innovation of school opera script creation under the background of "new standard" [J]. Chinese Drama, 2023,(01):58-60.
[2]. Wang Shuhong, Hu Xueyan. Exploration and practice of university students' aesthetic education and Civic Science course: the teaching of the general studies course "Appreciation of opera" as an example[J]. China Theatre, 2022,(09):63-65.
[3]. Innovating the mode of aesthetic education in colleges and universities to pass on the spirit of Chinese aesthetic education [N]. China Arts News,2022-09-14(006).
[4]. Xu Zhen, Ling Yan. The Call of the Times for Aesthetic Drama [J]. China Theatre, 2022, No.778(03):87-89.
[5]. Wang Xiaowen. Research on educational drama to empower students' aesthetic education practice [J]. Sichuan Drama, 2021,(06):167-170.

Abstract: Listening skill is one of the four core language competences fostered for students in high school's English curriculum, especially in Thai Nguyen city, Vietnam. Although listening skills are being applied in English lessons, students' proficiency is still low. During the teaching time, the researchers realized that the main reason for this problem is students are not interested in listening skills and are not well-prepared from the pre-listening stage. Therefore, it is extremely necessary to conduct a study with the aim of raising students' interest in listening comprehension by reinforcing pre-listening activities. In the study, questionnaires and observation were employed to collect the data from students and teachers at 4 high schools in Thai Nguyen. The findings suggest that students' listening interest was much better after being exposed to many kinds of pre-listening activities.

Key words: listening skills, listening comprehension, pre-listening activities, learning interest

[1]. Anderson, A., & Lynch, T. (1988). Listening. Oxford: University Press.
[2]. Berne, J. E. (1995). How does varying pre-listening activities affect second language listening comprehension? Hispania, 316-329. doi: 10.2307/345428
[3]. Farrokhi, F., & Modarres, V. (2012). The effects of two pre-task activities on improvement of Iranian EFL learners' listening comprehension. Theory and Practice in Language Studies, 2(1), 144-150. doi:10.4304/tpls.2.1.144-150.
[4]. Le, H. T. T. (2006). A study on Pre-listening techniques to motivate Non- English majorstudents to develop their listening skills at the Faculty of Electro-Mechatronics, Phuong Dong University in Hanoi. VNU, Hanoi. University of Languages and International Studies, Hanoi.
[5]. Morley, J. (1984). Listening and Language Learning in ESL: Developing Self-Study Activities for Listening Comprehension Practice. Language in Education: Theory and Practice, No. 59. Washington, DC: ERIC.

Abstract: The study explored an EFL teacher's application of project-based learning (PBL) in her English classrooms and its potential impacts on promoting high-school English as a foreign language (EFL) students' critical thinking skills. Eight-week action research was conducted with the participation of 90 students from two English classes at a local high school in the North of Vietnam. In the study, students were engaged in creating a group's tourism brochure. At different stages of PBL, the students were guided through a series of actions with the aim of promoting their critical thinking....

Key Words: Critical thinking, project-based learning, PBL to promote critical thinking, action research

[1]. Anderson, L.W. & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing. New York, NY: Addison Wesley Longman, Inc
[2]. Battelle for Kids (2019). Framework for 21st Century Learning. Ohio: Battelle for Kids. Retrieved from
https://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf
[3]. Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. Retrieved from
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[4]. Beyer, B.K. (1985). Critical thinking: What is it? Social Education, 49, 270-276. Cambridge: Cambridge University Press
[5]. Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay Co Inc.

Abstract: The study investigated the professional development (PD) training the high school English as a Foreign Language (EFL) teachers have attended, their perceptions and their expectations for future PD, since the clarification of their needs would help facilitate both the national and local department of education and training decide what kinds of training are necessary and appropriate for the local needs. This also contributed to promoting the quality of PD training and enhances teachers' motivation to participate. The study only focuses on the needs of high school EFL teachers in the EFL context with a desire to fill in the gaps of training expectation and current training, as well as to recognize any difference in the training expectations of EFL teachers before and after the COVID 19 pandemic.
Keyword: professional development (PD), English as a Foreign Language( EFL), Continuous Professional Development (CPD), COVID 19 pandemic, Teacher professional development ( TPD.)

[1]. ASEAN (2017). Overview of ASEAN Plus Three Cooperation. ASEAN Secretariat Information Paper. Retrieved from http://asean.org/storage/2017/06/Overview-of-APTCooperation-Jun-2017.pdf
[2]. Andrzej Cirocki &Thomas S.C. Farrell. Professional development of secondary school EFL teachers: Voices from Indonesia. Elsevier Ltd. https://doi.org/10.1016/j.system.2019.102111
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[4]. Binh Nguyen, Duy (2022). EFL teachers' perceptions of professional development activities and their effects in a non-anglosphere context. Focus on ELT Journal, vol. 4, núm. 2, 2022. Yildiz Teknik Üniversitesi, Turquía. Retrieved from
https://www.redalyc.org/articulo.oa?id=688972786005

Abstract: The objectives of this research were to find out the students' need at the institution of Senior High School in teaching and learning process especially on their speaking skill and also to analyze the result of students' need previously as an action being a professional teacher in arranging a model of learning appropriately. This study was conducted through qualitative approaches, with a total of 14 tenth-grade students of senior high school. The data were collected by using an open-ended questionnaire. Data were analyzed by using a descriptive analysis. The result showed that there were three classification of students' need; interest, motivation, and learning styles of the students that can be seen on Table........

Keyword: Students' Need Analysis, Speaking Skill, Teaching and Learning Process

[1]. Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. Journal of Language and Linguistic Studies, 17(1), 56-69.
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