Long V Nguyen
Danang University, Collge of Foreign Languages, English, Faculty Member
- Computer Assisted Language Learning, Computer Mediated Communication, Non-Native English Speaking Professionals in TESOL, Second Language Teacher Education, TESOL, Sociocultural Theory, and 17 moreApplied Linguistics, CMC and SLA, Computer Mediated Collaborative Learning, Second Language Acquisition, Qualitative Research, Teaching English As A Foreign Language, Language Teaching, Language Learning, Modern Foreign Languages Teaching and Learning, Computer-Mediated Communication (CMC), ICT in ELT, Teaching English as a Second Language, ICT in Education, English as a Foreign Language (EFL), Blended Learning, Computer Mediated Education, and ICT in Language Learningedit
- Long V Nguyen has been working as a lecturer and researcher in the University of Foreign Language Studies - The Unive... moreLong V Nguyen has been working as a lecturer and researcher in the University of Foreign Language Studies - The University of Danang since late 90s. He earned his MA in TESOL Studies from The University of Queensland in 2005. Long's just completed his doctoral study in the Applied Linguistics program at the School of Language Studies, Massey University. He has received a number of outstanding grants for his research in the areas of educational technology, collaborative learning, digital literacies, and language teacher education.edit
Computer-mediated collaborative learning in a Vietnamese tertiary EFL context : process, product, and learners' perceptions : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Palmerston North, New Zealandmore
Viewing language learning from a sociocultural perspective, this study investigates the nature of both synchronous and asynchronous computer-mediated communication (CMC) and how these two modes of communication may complement each other... more
Viewing language learning from a sociocultural perspective, this study investigates the nature of both synchronous and asynchronous computer-mediated communication (CMC) and how these two modes of communication may complement each other and contribute to collaborative learning in an EFL classroom environment. The focus is on collaborative language learning competence and learners‟ perceptions of the application of CMC to classroom practices. This classroom-based research took the form of a collaborative problem-solving experiment in a group of EFL students in a large university in Central Vietnam. Various data were collected for the study, including the initial pre-project questionnaire on students‟ background and attitudes, transcripts from both face-to-face and chat discussion, after-chat focus-group interviews, peer comments from both traditional pen-and-paper and wiki exchanges, final collaborative written assignments, and post-project questionnaires and interviews with students...
Research Interests:
In this paper, I am going to look at the issues of TESOL from one major critical point of view: How the use of the Internet technology might influence TESOL syllabus design and materials development. The article attempts to investigate... more
In this paper, I am going to look at the issues of TESOL from one major critical point of view: How the use of the Internet technology might influence TESOL syllabus design and materials development. The article attempts to investigate some possibilities and opportunities provided by the Internet, focusing on the World Wide Web (WWW) as credible ways to access up-to-date and authentic language resources and materials for language teachers and learners of a foreign language. Besides, some challenges caused by the application of the new technology into language education for Vietnamese syllabus designers are addressed. Accordingly, the Vietnamese context is tentatively kept in view throughout these discussions. It is argued that technology can enhance the quality of syllabus design and material development, and that though the focus of problems and challenges is on the particular Vietnamese social setting, there is no reason in which the concerns considered cannot be shared in other r...
This classroom-based research aims to investigate the nature and quality of talk in synchronous computer-mediated communication (SCMC) among Vietnamese tertiary EFL learners. Participants included 60 students in their sixth semester of an... more
This classroom-based research aims to investigate the nature and quality of talk in synchronous computer-mediated communication (SCMC) among Vietnamese tertiary EFL learners. Participants included 60 students in their sixth semester of an eight-semester BA in TESOL program in a large university in Central Vietnam. Using a sociocultural lens, the nature of discussion was compared in two modes of exchanges, SCMC versus face-to-face (FTF), through analysis of discussion transcripts supported by questionnaire data, interviews and observations. The first level of analysis, participation, revealed that the online students, collaborating in an academic task for the first time via SCMC, produced fewer words, but spent more time, during the discussion process. More equal contribution was a marked feature of the SCMC mode. For the second level of analysis examining the interactional nature and pattern of discussion, transcripts were analyzed according to socioaffective, organizational and soc...
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Research Interests:
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The focus of this chapter is to explore if the collaborative potential offered by wikis translates into actual practice. The study examines the peer review process of 20 groups of English as a foreign language (EFL) students from two... more
The focus of this chapter is to explore if the collaborative potential offered by wikis translates into actual practice. The study examines the peer review process of 20 groups of English as a foreign language (EFL) students from two classes, i.e. a paper-based class and a wiki class, of a Bachelor of Arts (BA) in a Teaching English as a Foreign Language (TEFL) programme in a large university in Central Vietnam. Data analysis shows that the user-friendly wikis afford learning opportunities in two levels of analysis, namely participation and interaction, which lead to a high degree of information synthesis in the collaborative learning process. In terms of quantity, the multi-way nature of wiki-based exchanges confirms its characteristic of an architecture of participation. Likewise, the quality of the online peer review process is confidently affirmed in all three themes of collaborative interaction, i.e., socioaffective, organizational, and sociocognitive. It is concluded that the ...
Research Interests: Psychology and IGI Global
Research Interests:
The paper examines Vietnamese learners' reflections on and perceptions of the application of computer-mediated communication (CMC) into collaborative learning. Data for analysis included an evaluation questionnaire, consisting of 24... more
The paper examines Vietnamese learners' reflections on and perceptions of the application of computer-mediated communication (CMC) into collaborative learning. Data for analysis included an evaluation questionnaire, consisting of 24 4-point Likert scale items, appended with six open-ended questions, and transcripts of 15, out of 30, teacher trainees from a TEFL (Teaching English as a Foreign Language) class who volunteered to participate in informal interviews. Several inferences were drawn from the results. The majority of participants enjoyed the technology-enhanced class in general. There were approximately equal numbers of students who preferred synchronous CMC, asynchronous CMC, or a combination of both. The students reported that the course helped improve their computer skills and collaborative experience, while they remained sceptical about improvements to their English language skills. More involvement in learning was observed during and after the course. In addition, th...
Research Interests: Educational Technology, Sociocultural Theory, Computer Mediated Communication, Teaching English As A Foreign Language, Reflection, and 8 moreFlow Theory, Cooperative Learning, Interviews, Asynchronous Communication, Likert Scales, Questionnaires, Synchronous Communication, and Curriculum and Pedagogy
The paper examines Vietnamese learners' reflections on and perceptions of the application of computer-mediated communication (CMC) into collaborative learning. Data for analysis included an evaluation questionnaire, consisting of 24... more
The paper examines Vietnamese learners' reflections on and perceptions of the application of computer-mediated communication (CMC) into collaborative learning. Data for analysis included an evaluation questionnaire, consisting of 24 4-point Likert scale items, appended with six open-ended questions, and transcripts of 15, out of 30, teacher trainees from a TEFL (Teaching English as a Foreign Language) class who volunteered to participate in informal interviews. Several inferences were drawn from the results. The majority of participants enjoyed the technology-enhanced class in general. There were approximately equal numbers of students who preferred synchronous CMC, asynchronous CMC, or a combination of both. The students reported that the course helped improve their computer skills and collaborative experience, while they remained sceptical about improvements to their English language skills. More involvement in learning was observed during and after the course. In addition, the participants expressed confidence that they would attend similar courses in future and were willing to recommend this technology-embedded course to the next generations of students.
Research Interests:
This classroom-based research aims to investigate the nature and quality of talk in synchronous computer-mediated communication (SCMC) among Vietnamese tertiary EFL learners. Participants included 60 students in their sixth semester of an... more
This classroom-based research aims to investigate the nature and quality of talk in synchronous computer-mediated communication (SCMC) among Vietnamese tertiary EFL learners. Participants included 60 students in their sixth semester of an eight-semester BA in TESOL program in a large university in Central Vietnam. Using a sociocultural lens, the nature of discussion was compared in two modes of exchanges, SCMC versus face-to-face (FTF), through analysis of discussion transcripts supported by questionnaire data, interviews and observations. The first level of analysis, participation, revealed that the online students, collaborating in an academic task for the first time via SCMC, produced fewer words, but spent more time, during the discussion process. More equal contribution was a marked feature of the SCMC mode. For the second level of analysis examining the interactional nature and pattern of discussion, transcripts were analyzed according to socioaffective, organizational and sociocognitive themes, and their emergent subcategories. Clear differences were evident between the two settings regarding group processes, leadership, negotiation and consensus. It is argued that for these tertiary Vietnamese EFL learners, the FTF groups were more product-oriented in the discussion task, while the online groups presented a more process-oriented style of learning.
Keywords: Computer-mediated communication (CMC), collaborative learning, classroom research, English as a foreign language (EFL), sociocultural perspectives.
Keywords: Computer-mediated communication (CMC), collaborative learning, classroom research, English as a foreign language (EFL), sociocultural perspectives.
Research Interests:
Editors' note: Long Van Nguyen (Computer Mediated Collaborative Learning within a Communicative Language Teaching Approach: A Sociocultural Perspective) discusses the roles of computer mediated collaborative learning within a... more
Editors' note: Long Van Nguyen (Computer Mediated Collaborative Learning within a Communicative Language Teaching Approach: A Sociocultural Perspective) discusses the roles of computer mediated collaborative learning within a communicative language teaching approach. Nguyen concludes that CMCL is capable of resolving some issues related to the CLT approach in the Vietnamese language classroom. We feel that this study is of relevance in other Asian contexts.
The article aims to discuss the roles of computer mediated collaborative learning (CMCL) in English as a Foreign Language (EFL) classroom equipped with a communicative language teaching (CLT) approach. The presentation moves from an overview of the principal domains of sociocultural theory (SCT) applicable to collaborative second/foreign language learning to the review of the current CLT approach, the main focus of which is the context of Vietnamese language education. CMCL is then analysed in terms of how it is able to support and enhance language improvement in the given CLT context. The conclusion drawn from the discussion is that CMCL with its potential benefits is capable of helping solve certain issues raised from the introduction of CLT approach into the Vietnamese language classroom, including Confucian educational values, examination-oriented educational system, class management, and authentic communication. It is thereby argued that CMCL may possibly flow smoothly on CLT foundation when the whole context is viewed from SCT lens, and that though the focus is on the particular Vietnamese social setting, there is no reason in which the concerns considered in this paper cannot be shared in other relevant milieu.
Keywords: Sociocultural theory, communicative language teaching, computer mediated collaborative learning (CMCL), EFL.
The article aims to discuss the roles of computer mediated collaborative learning (CMCL) in English as a Foreign Language (EFL) classroom equipped with a communicative language teaching (CLT) approach. The presentation moves from an overview of the principal domains of sociocultural theory (SCT) applicable to collaborative second/foreign language learning to the review of the current CLT approach, the main focus of which is the context of Vietnamese language education. CMCL is then analysed in terms of how it is able to support and enhance language improvement in the given CLT context. The conclusion drawn from the discussion is that CMCL with its potential benefits is capable of helping solve certain issues raised from the introduction of CLT approach into the Vietnamese language classroom, including Confucian educational values, examination-oriented educational system, class management, and authentic communication. It is thereby argued that CMCL may possibly flow smoothly on CLT foundation when the whole context is viewed from SCT lens, and that though the focus is on the particular Vietnamese social setting, there is no reason in which the concerns considered in this paper cannot be shared in other relevant milieu.
Keywords: Sociocultural theory, communicative language teaching, computer mediated collaborative learning (CMCL), EFL.
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This paper will look at the advantages and disadvantages of the computer network technology in EFL environment. First, the use of ICT from EFL teachers’ perspectives will be examined. Language learning with ICT support from the learners’... more
This paper will look at the advantages and disadvantages of the computer network technology in EFL environment. First, the use of ICT from EFL teachers’ perspectives will be examined. Language learning with ICT support from the learners’ viewpoints is the second part to be discussed. The third section deals with technical problems relating to applying ICT into a language class. In each part of the discussion, the author will first present the advantages. Following are possible problems or disadvantages to be accompanied with suggested solutions for each respective problem. Notably, the context of Vietnam is tentatively kept in view throughout these discussions.
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Nguyen, L. V. (2008). Computer mediated communication and foreign language education: Pedagogical features. International Journal of Instructional Technology and Distance Learning, 5(12), 23-44. Link:... more
Nguyen, L. V. (2008). Computer mediated communication and foreign language education: Pedagogical features. International Journal of Instructional Technology and Distance Learning, 5(12), 23-44. Link: http://www.itdl.org/Journal/Dec_08/index.htm.
This meta-analysis article starts with a critical review of Computer Mediated Communication (CMC) from various theoretical perspectives, namely structural, cognitive, and sociocultural. This is followed by the discussion characteristics, modes, and scopes of CMC. The presentation then moves from an overview of didactic features of CMC in general education to pedagogical benefits of CMC in foreign language learning and teaching. The conclusion drawn from the discussion is that CMC, both synchronous and asynchronous, possesses potential advantages capable of improving learners’ foreign language development; and that future research in many aspects of CMC in language education is still needed.
Keywords: CMC, CMCL, English as a Foreign Language, SCT.
This meta-analysis article starts with a critical review of Computer Mediated Communication (CMC) from various theoretical perspectives, namely structural, cognitive, and sociocultural. This is followed by the discussion characteristics, modes, and scopes of CMC. The presentation then moves from an overview of didactic features of CMC in general education to pedagogical benefits of CMC in foreign language learning and teaching. The conclusion drawn from the discussion is that CMC, both synchronous and asynchronous, possesses potential advantages capable of improving learners’ foreign language development; and that future research in many aspects of CMC in language education is still needed.
Keywords: CMC, CMCL, English as a Foreign Language, SCT.
Research Interests:
In this paper, I am going to look at the issues of TESOL from one major critical point of view: How the use of the Internet technology might influence TESOL syllabus design and materials development. The article attempts to investigate... more
In this paper, I am going to look at the issues of TESOL from one major critical point of view: How the use of the Internet technology might influence TESOL syllabus design and materials development. The article attempts to investigate some possibilities and opportunities provided by the Internet, focusing on the World Wide Web (WWW) as credible ways to access up-to-date and authentic language resources and materials for language teachers and learners of a foreign language. Besides, some challenges caused by the application of the new technology into language education for Vietnamese syllabus designers are addressed. Accordingly, the Vietnamese context is tentatively kept in view throughout these discussions. It is argued that technology can enhance the quality of syllabus design and material development, and that though the focus of problems and challenges is on the particular Vietnamese social setting, there is no reason in which the concerns considered cannot be shared in other relevant milieu.
Keywords: Internet technology, EFL, Syllabus design, Materials development
Keywords: Internet technology, EFL, Syllabus design, Materials development
Research Interests:
In this paper, among many issues pertaining to the design of EFL multimedia courseware, I would like to discuss three correlated major fields which are of utmost significance in accordance with the literature and my personal reflection on... more
In this paper, among many issues pertaining to the design of EFL multimedia courseware, I would like to discuss three correlated major fields which are of utmost significance in accordance with the literature and my personal reflection on the present context of foreign language teaching and learning at the University of Danang (UD), Vietnam. The presentation will consist of three parts, including the exploration of potential users of a CALL product; what should be included and what strategies are needed for the selection of the contents of the product, and the essential criteria for the multimedia design. These are followed by a summary of the triangular issues.
Keywords: CALL, Multimedia design, EFL
Keywords: CALL, Multimedia design, EFL
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This paper discusses two major issues of the e-book construction at the College of Foreign Languages – University of Danang: First, the necessity of applying the e-books in foreign language learning and second, the suggested procedure for... more
This paper discusses two major issues of the e-book construction at the College of Foreign Languages – University of Danang: First, the necessity of applying the e-books in foreign language learning and second, the suggested procedure for building such applicable materials online.
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This paper concerns the role of the language teacher in classroom lessons that involve the use of Multimedia Technology – an issue that has been and should be discussed at colleges and universities in Vietnam in general and the University... more
This paper concerns the role of the language teacher in classroom lessons that involve the use of Multimedia Technology – an issue that has been and should be discussed at colleges and universities in Vietnam in general and the University of Danang in particular.
Research Interests:
The book investigates the nature of both synchronous and asynchronous computer-mediated communication and how these two modes of communication may complement each other and contribute to collaborative learning in an EFL classroom... more
The book investigates the nature of both synchronous and asynchronous computer-mediated communication and how these two modes of communication may complement each other and contribute to collaborative learning in an EFL classroom environment. Results from the research indicated promising avenues for the application of various CMC technologies in the Confucius heritage language classroom. The quality of discussion was persuasively better in the online synchronous mode. The use of wikis as a new platform for peer exchanges can be considered an innovation, liberating the students from the conventional, narrow, and linear practice of pen-and-paper-based peer editing. Furthermore, indications of trends in terms of quality were positive toward the online essays. Learners’ reflections on and perceptions of the introduction of CMC into language learning presented a potential picture of a technology-enhanced classroom. This book is therefore aimed at researchers, language teachers, and graduate students with an interest in computer-mediated communication and computer-assisted language learning.
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This book seeks to investigate a dialectical relationship of technology, intercultural communication, and foreign language learning. Research has shown that the development of information and communication technology should not be... more
This book seeks to investigate a dialectical relationship of technology, intercultural communication, and foreign language learning. Research has shown that the development of information and communication technology should not be considered in isolation. Members in a community of practice typically think together using various types of media, regardless of whether they are located. Emerging technologies are not only seen as one of the effective means that enhance a better cross-cultural understanding, but also evidently foster language development by providing various tools and mediators for social interaction, communication, and collaboration. It is argued from the book that technology, cross-cultural communication, and language learning are related to each other in a dialectical manner, which promotes various opportunities for curriculum development and syllabus design in language education. The book ends with a series of sample lesson plans that integrate technology and culture into a foreign language syllabus. This book therefore aims at language teachers and teacher trainees who are looking for prospects of integrating technology into intercultural and language development.
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This book is about a contrastive analysis of linguistic features of English and Vietnamese idioms, focusing on idiomatic verb phrases as the most dominant idioms in terms of number and frequency of use. The research is carried out to... more
This book is about a contrastive analysis of linguistic features of English and Vietnamese idioms, focusing on idiomatic verb phrases as the most dominant idioms in terms of number and frequency of use. The research is carried out to investigate the similarities and differences in linguistic mechanisms and linguistic characteristics of English and Vietnamese idioms. A glimpse at structural mechanisms of English and Vietnamese idiomatic verb phrases is mentioned to clarify the linguistic mechanisms. Cultural features are also emphasized in this book as they bring about distinctive characteristics of idiomatic verb phrases in English and in Vietnamese. The study is descriptively and principally qualitatively achieved in terms of a contrastive analysis. A range of implications for English language teaching and learning is recommended. In addition, applications on the teaching and translating of this popular type of idioms from English to Vietnamese are suggested in the practical linguistic environment of English language education in Vietnam. The book is therefore aimed at researchers, language teachers, and language students with an interest in linguistics and contrastive analysis.
Research Interests:
The focus of this chapter is to explore if the collaborative potential offered by wikis translates into actual practice. The study examines the peer review process of 20 groups of English as a foreign language (EFL) students from two... more
The focus of this chapter is to explore if the collaborative potential offered by wikis translates into actual practice. The study examines the peer review process of 20 groups of English as a foreign language (EFL) students from two classes, i.e. a paper-based class and a wiki class, of a Bachelor of Arts (BA) in a Teaching English as a Foreign Language (TEFL) programme in a large university in Central Vietnam. Data analysis shows that the user-friendly wikis afford learning opportunities in two levels of analysis, namely participation and interaction, which lead to a high degree of information synthesis in the collaborative learning process. In terms of quantity, the multi-way nature of wiki-based exchanges confirms its characteristic of an architecture of participation. Likewise, the quality of the online peer review process is confidently affirmed in all three themes of collaborative interaction, i.e., socioaffective, organizational, and sociocognitive. It is concluded that the online platform of wikis turns the peer review process into a networking of both the academic and the social, and that wikis support a non-linear nature of collaborative learning.
Research Interests:
With the launch of the National Foreign Language 2020 Project, the Vietnamese Ministry ofEducation and Training (MOET) has implemented a new English curriculumfor all educational levelsfrom primary to high school level, which aims to help... more
With the launch of the National Foreign Language 2020 Project, the Vietnamese Ministry ofEducation and Training (MOET) has implemented a new English curriculumfor all educational levelsfrom primary to high school level, which aims to help students respectively achieve level 1, 2 and 3 in the national languageframework (that is Al, A2, and B1 in CEFR) when theyfinish primary, lower and upper secondary school. Together with the introduction of the new curriculum, newforeign language assessment policy has also been implemented to facilitate the language teaching and learning quality within the national education system. Further, better-researched guidance and more training on language assessment have been providedfor English language teachers. New English test items and test banks have been developed in order to facilitate the task of undertakingformative and summative assessment. It has been expected that there is a smooth shiftfrom the traditional summative assessment which is very ofien associated with the use of tests to using information and feedback from formative assessment to improve teaching and learning process. That is assessmentfor learning and assessment as learning.
Research Interests: Assessment and Testing
"Culture and Literature” - one of the divisions in the English Department at the College of Foreign Language (CFL); the University of Danang (UD) - provides various courses for undergraduate programs, including “British Culture” “British... more
"Culture and Literature” - one of the divisions in the English Department at the College of Foreign Language (CFL); the University of Danang (UD) - provides various courses for undergraduate programs, including “British Culture” “British Literature”, “American Culture” and “American Literature”. During the four-year period of studying at the CFL, students of English have to take these compulsory courses in different semesters. “American Culture” is programmed to be taught in the first semester for the third-year students.