Would a “rational approach” improve academic outcomes in English language university classes in Vietnam?

Scott, Philip (2020) Would a “rational approach” improve academic outcomes in English language university classes in Vietnam? Language and Language Teaching, 9 (1). pp. 36-49. ISSN 2277-307X

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Abstract

This study examines the impact of the rational approach (Gethin & Gunnemark, 1996) on academic outcomes, as an alternative to mass-marketed ELT textbooks with communicative language teaching (CLT) speaking tasks. A group of eight second year university students was taught how to select authentic texts, read at their own pace, and collect new vocabulary independently. Students applied this method for ten weeks, two classes a week. The number of vocabulary items collected, number of questions asked, and results of a pre- and post- TOEIC (Test of English for International Communication) reading comprehension test were recorded. Correlations between behaviours and TOEIC scores were calculated, and students' capacity to adopt the method in the cultural and educational setting of Vietnam was examined. While the pre- and post- tests yielded negligible results, this approach appeared to motivate the students in a way that seems unusual in this setting.

Item Type:	Articles in APF Magazines
Authors:	Scott, Philip
Document Language:	Language English
Uncontrolled Keywords:	Free-reading, Autonomy, ELT textbooks, Selfdirected learning, Input-based approach, Rational learning, International teaching
Subjects:	Language
Divisions:	Azim Premji University - Bengaluru > University Publications > Language and Language Teaching
Full Text Status:	Public
URI:	http://publications.azimpremjiuniversity.edu.in/id/eprint/2189
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