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Zoom 15 Oral Presentations (30 minutes)
Oct 16, 2020 10:30 AM - Aug 31, 2021 11:00 AM(Asia/Ho_Chi_Minh)
20201016T1030 20201016T1100 Asia/Ho_Chi_Minh Benefits of Tutorial Sessions and Mentoring Assistance in Research Skill Training, EAP Writing Class

In EAP writing class, teaching and acquiring research skills seems to be challenging for lecturers and learners. This can be explained by the course's academic, strict requirements and teachers' heavy and excessive workload for specific and timely comments. At National Economics University, an innovation was proposed to tackle with these problems. In detail, the syllabus was adjusted with tutorial sessions, in which, senior students in final year of Business English major were invited to work as mentors. The results of these interventions would be presented in this study. At first, there should be an overview of teaching writing as well as training research skills in order to review teaching theories and methodologies. The follow-up section focuses on a discussion about the action research with data of three research methods, namely semi-structured interview, observation and teacher's field notes over 80 second-year English majors as participants. In fact, tutorials sessions put a positive impact on both academic and psychological aspects. Particularly, teacher could provide learners with quick help and straight-to-the-point solutions; also, students felt satisfied with private session tailor made for them. Especially, mentors were highly appreciated thanks to sharings of their own lessons learnt, customized advice based on specific situation and close connection with mentees.

Zoom 15 VietTESOL International Convention 2021 convention@viettesol.org

In EAP writing class, teaching and acquiring research skills seems to be challenging for lecturers and learners. This can be explained by the course's academic, strict requirements and teachers' heavy and excessive workload for specific and timely comments. At National Economics University, an innovation was proposed to tackle with these problems. In detail, the syllabus was adjusted with tutorial sessions, in which, senior students in final year of Business English major were invited to work as mentors. The results of these interventions would be presented in this study. At first, there should be an overview of teaching writing as well as training research skills in order to review teaching theories and methodologies. The follow-up section focuses on a discussion about the action research with data of three research methods, namely semi-structured interview, observation and teacher's field notes over 80 second-year English majors as participants. In fact, tutorials sessions put a positive impact on both academic and psychological aspects. Particularly, teacher could provide learners with quick help and straight-to-the-point solutions; also, students felt satisfied with private session tailor made for them. Especially, mentors were highly appreciated thanks to sharings of their own lessons learnt, customized advice based on specific situation and close connection with mentees.

Postgraduate student
,
Đại Học Cần Thơ
Lecturer
,
National Economics University
No moderator for this session!
Access Program Coordinator
,
Sustainable Schools International
Regional English Language Officer
,
U.S. Department of State
Lecturer
,
ULIS-VNU
Personal Assistant to Deputy Head of School
,
Australian International School Phnom Penh
Teacher
,
Self-employed
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