Innovation in Language Learning and Teaching: The Case of Vietnam and Cambodia

Contents
Notes on Contributors
List of Figures
List of Tables
Chapter 1: An Overview of the Innovation in Language Teaching and Learning in Vietnam and Cambodia
	Rationales for Innovation in Language Teaching
	Overview of Language Teaching in Vietnam and Cambodia
	Top-down Innovation in Language Teaching
	Bottom-up Innovations in Language Teaching
	In This Volume
	Conclusion
	References
Part I: Program and Curriculum Developoment
	Chapter 2: Using Environment and Needs Analyses to Innovate an Intensive English Course in Transnational Bachelor’s Programs
		Introduction
		The Role of English in EMI Programs
		Outcome-based Learning
		Macalister and Nation’s (2012) Curriculum Design Framework
			Situation Analysis
			Needs Analysis
		The Curriculum Development Project
			Context
			Curriculum Design Process
				Environment and Needs Analysis
					Environment Factors
					Needs Analysis
				Revising the Syllabus Following a Learning Outcome-based Approach
			The Final Curriculum Product
				Phase 1: Developing and Enhancing Language and Study Skills through the Use of IELTS-Oriented and Content-based Textbooks
				Phase 2: Developing Content-Specific Language and Improving Language Proficiency in Relation to Specific Business Disciplines through Project Work and Integrated Skills Tasks
			Course Piloting
		Reflection and Conclusion
		References
	Chapter 3: Out of the Ordinary: Implementation of a New Japanese Language Program in Higher Education in Vietnam
		Introduction
		Bachelor of Languages: Japanese Major
		Institution-driven Innovation
			Flipped Classroom
			Authentic Assessment
		Discussion
			Recognition and Resistance by Students
			Benchmark of Japanese Proficiency and Stakeholders
			Concluding Remarks
		References
	Chapter 4: A Trilingual K-12 Program in Siem Reap: Reflecting on Successes and Failures
		Introduction
			Private Education in Siem Reap
			Establishment of Campus 2
			Phenomenology
		Method
		Findings
			English
			Khmer
			Chinese
		Discussion
		Conclusion
		References
	Chapter 5: Harnessing Partnerships and Technology to Establish a New Language Program in Cambodia
		Introduction
		Harnessing Partnerships and Technology to Establish a New Language Program in Cambodia
		The Stunning Shenzhenization of Sihanoukville City
			Meteoric Wealth Trajectory
			Language and Power Shift
		Surveying and Addressing the Postsecondary Wasteland
			Softened Resistance to Ed Tech
			Dormant Drawbridges: Pre-approved Programs
		Sweets Down Serendipity Street
			Still Small Voices: Volunteer Partners
			Timely Transformers: Foreign Assistance Programs
			Scouring the Highways and Byways: Student Recruitment
		Rearview Mirror on the First Couple of Blocks
			What Has Gone Well
			What Hasn’t Worked Well
			Student and Homework Attrition and Stamina
			Pedagogical Limitations, Administrative Rigidity, and Class Size
		Recommendations
		Conclusion
		References
Part II: Materials Development and Teaching Methodology
	Chapter 6: A Culturally and Linguistically Responsive Approach to Materials Development: Teaching Vietnamese as a Second Language to Ethnic Minority Primary School Students
		Impetus for Innovation
		Culturally and Linguistically Responsive Materials Development
		Teaching Vietnamese as an L2 to Ethnic Minority Students
		The Innovation
			Materials Development Process
			Incorporating Culturally and Linguistically Responsive Materials
			Piloting the Materials
		Discussion
		Conclusion
		References
	Chapter 7: Pronunciation Teaching Innovation in the English as a Foreign Language Classroom
		Background Information
		The Context of Innovation
		The Innovation
		Reflections
		Conclusion
		References
	Chapter 8: Using a Mock Conference as an Innovative Internship Activity for Translation Education
		Introduction
		Translation Education and Mock Conference
			The Situated Learning Approach to Translation Education
		The Mock Conference as an Effective Situated Learning Environment for Interpreter Education
			The Use of the Mock Conference for Interpreting Practice
		The Mock Conference as an Innovative Internship Activity for Senior Translation Majors
			The Impetus for the Use of The Mock Conference as an Innovative Internship
			The Design and Implementation of the Mock Conference
		Evaluation of the MC as an Innovative Internship Activity
			Collection of Students’ Feedback
		Evaluation of the MC Design and Implementation
			Students’ Feedback on the Mock Conference Organization
		Students’ Feedback on the Teacher Supervisors’ Support
		Students’ Feedback on the Benefits of the Mock Conference
		Students’ Feedback on the Challenges of the Mock Conference
		Students’ Feedback on the Influential Factors and Effective Tactics
		Pedagogical Implications
		References
Part III: Technology Integration
	Chapter 9: Enhancing Student Participation in Online Collaborative Learning Groups, Using a Design Framework and Accessible Technologies
		Introduction
		Literature Review
			Online Collaborative Learning Pedagogy
			Challenges of Online Collaborative Learning
			Strategies for Effective Online Group Work
			Tools for Online Group Work
		Implementing Online Collaborative Learning
			The Research Context
			Data Collection
			Data Analysis
				Procedures
					Planning
					Creating Groups
					Establishing Expectations
					Communication Tools
					Assignments and Activities
					Action and Observation
				Reflection
		Findings
			Findings from Evaluation Survey
			Findings from the Guided Personal Reflections
		Discussion
			Tools to Support Online Collaborative Learning
			Student Participation in Online Group Work
			Students Perceived Benefits of Online Collaborative Learning
			Students’ Perceived Challenges of Online Collaborative Learning
		Conclusion and Implications
		References
	Chapter 10: Revitalizing Language Education: An Exploratory Study on the Innovative Use of Mobile Applications in English Language Teaching at a State University in Vietnam
		Introduction
		Literature Review
			Traditional Language Education and its Challenges
			Mobile Applications in Language Education
		The Present Study
			The Objectives of The Study
			Methodology
				Participants
				Survey
				Focus Group Interviews
				Data Analysis
				Ethical Considerations
		Results
			Overview of Participants and Data Collected
			Results from the Survey
				Frequency of Mobile App Usage
				Extent to Which Mobile Apps Can Improve Language Learning Outcomes
				Integration of Emerging Technologies
				Results from the Focus Group Interviews
				Teacher Focus Group Interviews
				Student Focus Group Interviews
		Discussion
		Recommendations
			Current Problems in English Language Teaching in Vietnam and the Call for Using Mobile Applications in Teaching
			Procedures to Use Mobile Apps to Teach a Foreign Language in a Classroom Setting
				Step 1: Identify the Goals and Objectives of the Course
				Step 2: Research and Select Suitable Mobile Apps
				Step 3: Introduce Mobile Apps to Students
				Step 4: Incorporate Mobile Apps into Classroom Activities
				Step 5: Monitor and Evaluate Students’ Progress
			Tips for Encouraging Students and Teachers to Use Mobile Apps
				Tip 1: Encouraging Student Engagement through Gamification Incentives
				Tip 2: Empowering Teachers through App-focused Training
				Tip 3: Synergizing Mobile Apps with Traditional Teaching Methods
				Tip 4: Selecting Appropriate Language Learning Apps
				Tip 5: Encouraging Students to Monitor Language Learning Progress with App Tracking Features
		Conclusion
		Appendix 1: Online Survey
		Appendix 2: Focus Group Interview
		References
	Chapter 11: Factors Affecting EFL Lecturers’ Implementation of Blended Learning in Vietnamese Universities
		Introduction
		An Overview of the Literature on Blended Learning: Issues and Contexts
			Definitions and Understandings of Blended Learning in EFL Education
			Types of Blended Learning in Educational Contexts
			Factors Affecting the implementation of BL in EFL Education
				Perceptions of Blended Learning
				Pedagogical Knowledge
				English Language Proficiency
				Technological Competence
				Understanding of Students’ Backgrounds and Characteristics
				Motivation, Beliefs, and Attitudes
				Experience in Integrating Blended Learning into EFL Teaching
				Infrastructure, Resources, and Technology
				Support and Incentives
				Training and Professional Development
				Policies
				Budget
				Course design and Evaluation
				Ethical Issues
		Research Design and Methodology
		Findings
			How is BL Being Implemented in EFL Education Across Vietnamese Universities?
			How do Vietnamese EFL Lecturers Perceive their Implementation of BL in English Teaching?
			What Factors Positively Affect those Lecturers’ Implementation of BL?
			What Factors Negatively Affect their Implementation of BL?
		Discussion
		Conclusion
		Implications
		References
	Chapter 12: Innovation in Language Teaching in Vietnam and Cambodia: Key Themes
		Implementing Contemporary Teaching Methodologies
		The Effects of Disruptive Events
		Assessing the Impact and Involving Stakeholders
		Empowering and Supporting Teachers
		Conclusion
		References
Index