VUSVUS Conference ConferenceJulyJuly 23, 2011 23, 2011

Turn Frowns into Smiles: Turn Frowns into Smiles: Maximising the Fun in Maximising the Fun in

LearningLearning

Dr.Le thi Anh Phuong Dr.Le thi Anh Phuong Nha trang Education College Nha trang Education College

Background

OutlineOutlineBackgroundObjectivesMaterials and activitiesAssessmentSuccessesChallengesRecommendations

• 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).

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%)

Objectives

•To reduce learners' stress

•To increase motivation

•To expand learning beyond classroom

•To promote learners' creativity

•To enhance learning quality

MaterialsMaterials

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)

Tasks and assessmentTasks and assessment

• Participation

• Portfolios

• Dramatisation

• Presentations

• Story telling

• Quizzes Le (2001, 2004)

SuccessesSuccesses

• Positive response

• Pleasant classroom atmosphere

• More relaxation and higher motivation

• Improved creativity

• Greater confidence

• Increased autonomy

• Better learning results

ChallengesChallenges

• More work for teachers

• Dependence on college facilities

• Insufficient resources

• Choice of materials and activities

RecommendationsRecommendations

•Regular practice

•Students' involvement

•Flexibility

•Materials

•Facilities

ReferencesReferencesAwan, 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.

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.

Thank you very much.