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VUS Conference July 23, 2011 Turn Frowns into Smiles: Maximising the Fun in Learning Dr.Le thi Anh Phuong Nha trang Education College. Background. Outline. Background Objectives Materials and activities Assessment Successes

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  1. VUS ConferenceJuly 23, 2011Turn Frowns into Smiles: Maximising the Fun in LearningDr.Le thi Anh Phuong Nha trang Education College

  2. Background

  3. Outline • Background • Objectives • Materials and activities • Assessment • Successes • Challenges • Recommendations

  4. Language students experienced anxiety (i.e. Awan et al. 2010; Fang-peng & Dong 2010; Khan & Zafar 2010). • Anxiety can hinder the students' performance and achievement. (i.e. Awan et al. 2010; Horwitz 2001; Schroeder 2004) • It is important to create a motivating learning atmosphere and to break the monotony in class. (i.e. Dornyei 2001).

  5. Empirical findings Survey • 5 classes of 193 sts • degree, causes, solutions Results 40% extreme or high pressure (min.27%; max.62%) 36 % moderate pressure (min.28%; max.48%) Causes: 1.college > society, self, family 32% extreme or high pressure (min.20%;max.41%) 40% moderate pressure (min.27%-max.45%) 2. college: syllabi (72%), exams (54%)

  6. Objectives • To reduce learners' stress • To increase motivation • To expand learning beyond classroom • To promote learners' creativity • To enhance learning quality

  7. Materials • Videos, films (i.e. Tudor 2009) • Music (i.e. Tissington & LaCour 2010), • Poetry (i.e. Hall 2003; Tran 2003), • Stories (i.e. Moon 2010) • Pictures (i.e. Wong 2004)

  8. Tasks and assessment • Participation • Portfolios • Dramatisation • Presentations • Story telling • Quizzes Le (2001, 2004)

  9. Successes • Positive response • Pleasant classroom atmosphere • More relaxation and higher motivation • Improved creativity • Greater confidence • Increased autonomy • Better learning results

  10. Challenges • More work for teachers • Dependence on college facilities • Insufficient resources • Choice of materials and activities

  11. Recommendations • Regular practice • Students' involvement • Flexibility • Materials • Facilities

  12. References Awan, R., M. Azher, M.N. Anwar & A. Naz. (2010). An investigation of foreign language classroom anxiety and its relationship with students' achievement. Journal of College Teaching and Learning, 7,11, 33-40. Dornyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press. Fang-peng, G. & Y. Dong (2010). A study of college students' anxiety to spoken English. Canadian Social Science, 6,2, 95-101. Horwitz, E. K. ( 2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126. Khan, Z. A. & Zafar, S. (2010). The effects of anxiety on cognitive processing in English language learning. English Language Learning,3,2, 199-209.

  13. Le, T.A.P. (2001). Task-based syllabus design and public speaking. Teacher's Edition,7, 12-17. Le, T.A.P. (2004). Challenges and responses in teaching a British culture course. Teacher's Edition,15, 16-21. Moon, J. (2010). Using Story in Higher Education and Professional Development. Routledge. Schroeder, K. (2004). De-stress to learn. The Education Digest, 70,1, 73-73. Tissington, L. and LaCour, M. (2010). Strategies and content areas for teaching English language learners. Reading Improvement, 47,3; Proquest Education Journals, 166-172. Tran, T. N. (2003). Incorporating literature into English classes in Vietnam. Teacher's Edition, 11, 20-25. Tudor, I. (2009). Promoting language learning in European higher education: An overview of strategies. European Journal of Language Policy,1/2, 188-206.

  14. Thank you very much.

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