Designing network-based materials for students of Accounting at Ho Chi Minh City University of Food...

8/17/2019 Designing network-based materials for students of Accounting at Ho Chi Minh City University of Food Industry

1/19

Vietnam National University - Ho Chi Minh City

University of Sodal Sdences and Humanities

Faculty of English Linguistics and literature

CELT2014

·


2/19

Vietnam National University - Ho Chi Minh City

University of Social Sciences and Humanities

Faculty of English Linguistics and Literature

ICELT 2014

Proceedings of

the 2014 International Conference

on English Language Teaching

ICELT2014

KNOWLEDGE PUBLISHING HOUSE


3/19

M u c lu c

Preface

G oh. C hristine C . M .

Foregrounding m etacognition in second language oracy:

A call for vis ib le learn ing of listening and speaking

3

Cao, Thi Q uynh Loan; Nguyen. Thi Chau Anh

Pragmatics: The East-W est D ivide in reouest rea lization of a bilingual ch ild 3 j

Carey. M ichael; Do. Anh Tuan

An LI point of reference approach for the instruction of pronunciation 55

Chua, R owena M arie R.

Beliefs about language learning of pre-service E nglish teachers from a C atholic

university in th e P hilip pin es T

C uu, Q lang Thanh

Students' use of m etacognitive reading strategies at Pham N goc Thach U niversity of

medicine 9

Dang. Phuong H oai

LI transfer in L2 acouisltlon of E nglish intonation V ie tn am e se le arn ers 10j'

D ang. Nguyen Anh Chi

M otivating students' literature learn ing w ith the application of m ultim edia 3

D ang. Thi

V a n

D l; N guyen. Thi K leu Thu

Errors in lexica l co llocat ions academ ic w riting students at

faculty o f E nglish ling uistics a nd literature. U nive rsity of S ocia l S ciences

and H um anities - Ho C hi M inh C ity

4 3

9


4/19

PRO CEEDINGS O F THE 20 14 INTERNATIONAL CONFERENCE. ..

Dewl, F inita

C ollaboration in E FL class: Using W eb 2.0 application in Indonesia conte xt

161

Dinh. Thi M inh Hien

Implementin g CALLA in Literature-Based EFL Program s in H igher Education

Dutta, M anashi G .

Innova ting c lassro om p ra ctic es promoting le arn er a uto no m y

a nd m o bile te ch no lo gy

193

Garcia . Rochelle Irene; Rojo-Laurllla, Mildred; Bernardo. A llan Benedict I.

Exploring noun bias in filip ino bilingual pre-school children

211

Hoang. Thi M ai Xuan

T ow ards the choice of instructional varieties at Danang architecture university:

The norm s or norm s? 235

Hoang. Thi Nhat Tam

The unlouely significant fu nction of intonation in the com m unication of meaning.

S om e suggestions for teaching intonation in pronunciation class

259

lati , Gumawang

P reparing O n line Tutor: in a blended Learning Course

273

Le, Bich Thuy

The application of Internet advantages in m ulti-level English classroom s

28 3

Le, Hoang Dung

O u tcom e-based language assessm ent from perspective of Q uality assurance -

im plications for regional integration at the EF. USSH. VNU-HCM

29 1

Le, Huong Hoa

Exp lo rin g s tu de nts' academic mo tiv ation

at the P olice U niversity M USIC m odel 315

Llbult, Concepc ion C .

Learning styles and E nglish ratings of teacher education stu dents

a t I rnus Ins titute-College

325


5/19

Preface

Machmud, Karmila; Basalama, Nonny

Integrating technology into EFLcurriculum 331

Nguyen.

D u y

Mong Ha

Motivating students to improve lifelong learning skills 349

Pharn, Ngoc Kim Tuyen

Improving oral fluency in and outside the English speaking class

411

Nguyen. Hoang Tuan

Teaching verbal irony in literature 361

Nguyen. Thi Chau Anh

Introduction of some applications for applytng information and communication

technologies (lCT) in teaching and learning English

3 j j

Nguyen. Thi Kieu Thu; Nguyen. Thi Thu Ngoc

A survey of the teaching of translation

at the Faculty of English Linguistics and Literature. USSH

39 1

Nguyen. Thi Nhu Diep

Teaching prononuciation in the TOEIC program to non-majored students

at Saigon Techonology University 411

Nguyen. Xuan

Is it all about the computer?

English language teachers educational use of technology 423

Nguyen. Xuan Trieu

English vocalic and consonantal epenthesis from optimality theory point of view

445

Nunez. '.R . Santillan

The use of media diary in the language classroom and

de-theorizing the curriculum

451

Phan, Thi Kim Loan

Application ofTotal Quality Management (TQM)

in enhancing EFacademic staff Quality

481


6/19


7/19

Des ig n in g n etw o rk b as ed m ater ia ls fo r

s tu d en ts o f A cco un t in g at Ho Ch i M in h

C i ty Un iv er s i t y o f Fo od In du s t r y

ghi ran in

Ho Chi Minh City University of Food Industry, Ho Chi Minh City

[email protected]

b s t r a c t

The idea of creating a virtual lea rn in g en vironment to b ring d yn am ic, m edia-

rich content into courses and assignments

is

in sp ired and gone beyond

tr aditional approaches to language learning and teaching because it helps

students achieve th e critica l co ll abora tion, creative, and communicatio n skill s

needed to compete in today s global workforce. F or students successes in their

careers, it is necessary th at institu tions, co ll eges and univ ersit ie s need to

in tegrate digita l m edia education in to their curricu lum . The auth or

collaborates w ith his students and coll eagues in Ho Chi M inh C ity U niversity

o f Food In dustr y (HUF f) to deliver an in teracti ve materia l based on th e

in ternet technology. In ternet iedinologv is not currently used in ESP

classroom s at HUFf, so the outcomes of th is study are being used as a

classroom assistant fo r online learning in Engli sh fo r Specific Purposes (ESP )

in struction from home. The result s a lso show ed th at the posit ive acti on of

supplying a supplement online materia l to ESP students and even graduate

students enhance th eir m astery of E SP subjects.

Keywords:English for Accounting, material design, e-learning, NBLT,

ESP

545


8/19

PR O CEEDINGS O F THE 20 14 INTERNATIONAL CONFERENCE

1 In t roduct ion

The Ministry of Education and Training of Vietnam has required English

for Accounting as a framework of the course for Accounting that lasts at least

one semester (around three to six months in colleges or universities). Many

colleges have designed their own syllabi in their curricula; others may

choose a commercial book on the market to follow. Consequently, the

syllabus for this subject has been designed independently with differences

in the frame and its contents. Students majoring in accounting usually have

difficulties in finding the right materials for further reading and self-

studying. Therefore, it is urgent that English teachers need to design a

scientific and effective ESP material for such an accounting major in the

Vietnamese context.

Every teacher of English knows that ESP concentrates more on language in

a context than on grammar and language structures. Some of materials, which

being now used in HUFI like English for Accounting, English for Food Industry,

etc., fails to integrate English into a subject matter. Due to the wash-back of the

written exams for ESP subjects, only reading skill and granm1ar are paid a

careful attention during the teaching. Therefore, the lessons are built mainly on

reading comprehension disciplines that only develops students' ability in

grammal~ translation, and vocabulary. Other kinds of imported textbooks (e.g.

English for Accoun ting by Frendo and Maloney (2001) for accounting cause

students many difficulties for Vietnamese students due to the differences in

accounting procedures and provisions in accounting laws. Besides, the most

important difference between English for Accounting and the other kinds of

ESP course lies in the students' purpose for learning English. Accounting

students have to use a great deal of English in their job, but other ESP students

only want to have some acquaintance with English or just communicate a set of

professional skills and to perform particular job-related functions.

For the problems presented above, it is necessary to build interactive

materials for accounting students in the Vietnamese context. The project

entitled D esig nin g n etw ork-based materia ls for students o f Accoun ting a t HUFIis

conducted as a result. These materials are to apply multimedia visual aids

and an interactive web in designing a course that is the integration of textual

material with visuals. The combination is highly expected to motivate

students in learning ESP process in HUFI because accounting students

546


9/19

D esign ing netw ork -based m ateria ls for studen ts of A ccoun ting at. ..

would apply what they learn in their English classes to their main fields of

study or vice versus. In other words, students can use what they learn in the

ESP classroom right away in their workplaces and higher studies.

2 Ne two rk based language teach ing : A b ig change in V ietnam

Since the early of the 1960s, language teachers have been interested in

the dramatic changes in the ways that languages are taught. The

methodology has been transferred from the instructing of discrete

grammatical items to the integrating of communicative ability. Language

textbooks have begun to distinguish spoken and written language forms,

and commonly incorporate authentic texts (such as advertisements and

realia) alongside literary texts. It is in the context of these multifarious

changes that one of the most significant areas of innovation in language

education - computer-assisted language learning (CALL) - has come of age.

(Warschauer Kern, 2005, p. 1). Together with the spreading of the internet

technology, the audiotape-based language labs have been given the way to

the development of language media centers, where language learners can

access foreign language documents on the World Wide Web, communicate

with their teachers, classmates, and even native speakers via internet.

Warschauer and Kern (2005) define that NBLT is language teaching that

involves the use of computers connected to one another in either local or

global networks . Traditionally CALL is likened as tutorials, drills,

simulations, instructional games, tests, and etc. while NBLT focuses on

human-to-human communication. It means that language learners who

access to the Internet can now potentially communicate with native speakers

(or other language learners) ail over the world at any time and any places.

the year of 2000, Richard Kern and Mark Warschauer define NBLT as

language teaching that involves the use of computers connected to one

another in either local or global networks (Warschauer Kern, 2005, p. 1).

NBLT represents a new and different form of CALL. Communication is at

the core of NBLT and NBLT also breaks with the time and space constraints

imposed by face-to-face communication and by traditional language learning

tools, thus allowing for multiple forms of learning, communicative practice,

and collaboration.

5 47


10/19

Table 1: The Role of CAll in Structural, Cognitive,

and Sociocognitive Frameworks

PRO CEEDINGS O F THE 20 1 4 INTERNATIO N AL CO N FERENCE

Structural Cognitive Sociocogn itive

What is

th e To provide unlimited To

provide language

To provide

alternative

principal ro le drill, practice, tutorial input and analytical and contexts for social

of compute rs?

explanation, and inferential tasks. interaction; to

facilitate

corrective feedback.

access to

existing

discourse

communities

and the creation of new

ones.

It is not new or surprising that more and more Vietnamese language

teachers have not only embraced network technology but also developed

creative ways to teach English in their classrooms. Since 2013, National

Foreign Languages 2020 Project, a Vietnamese MOEf PMU, has created a

competition for English language teachers creatively applying IT in their

teaching. On June 27

th

, 2014 there was a final round for that competition

with ten teachers at the nationwide level. Many of their applications in

English language teaching have positive results in teaching despite the fact

that it is hard to answer the question: D oes the use of NBLT lead to bett er

la nguage teaching and learn ing? .

It is true because computers, which are like

pencils and paper, blackboards, overhead projectors, tape recorders in

language teaching, do not in and of itself bring about improvements in

learning. It can only be answered correctly when we look to particular

practices of use in· particular contexts. These practices of use must be

described and evaluated in terms of their specific social context in order to

answer the following questions: W ho are th e learners? , W ha t circum stance

did they do? , For wha t purpose? , W hat kinds o f language? In what pa tterns o f

social in teraction? , and W ha t are particular outcomes in term s of quantity /qualit y

of language use, a ttitudes, m o ti vation?

etc. Because NBLT is an emerging area,

the NBLT research mainly deal with the development of discourse and

discourse communities in on-line environments. In Vietnam, teachers are

successful in designing learning websites and commercing it in the public

such as tienganh123.com or hellochao.vn. Many others use social networks

(e.g facebook) to publish their lessons and connect to their students.

To sum up, although NBLT does not represent a particular technique,

method, or approach, it is a vital tool to help students communicate via

548


11/19

D esig nin g netw ork-based m ateria ls fo r students o f A ccounting a t. ..

computer networks and interpret and construct on-line texts and multimedia

documents. NBLT steadily increases engagements in new discourse

communities. The engagement takes place depends on a number of factors

such as the nature of interaction via computer, the sociocultural context.

M e t h o d o l o g y

In this article, surveys are used just as one part of a complete data

collection and evaluation strategy, They are powerful tools to achieve insight

information of skills, competencies, and attitudes among undergraduate

students, ex-students and teachers. The author has presented the informants

of the study, questionnaires, interview and tools of data collection at the

following address http://englishforaccounting.edu.vn NewsDetail.aspx?id = 108.

The study involves three groups of informants: pre-course students, ex-

students of, subject teachers at HUFI. By means of questionnaires and

interviews, data on both target needs and learning needs were collected to

be analyzed. The data are reflected on this preliminary analysis to compare

his findings with others. The author is using all of the results from the study

to weigh up the benefits and design his own teaching materials that worthily

matches the students' time and efforts in learning ESP course.

T h e t e c h n i q u e s t o b u i l d N B L T E S P m a t e r i a l s f o r a c c o u n t i n g s t u d e n t s

As analyzed in the section 3, seventy-eight percent of students found

the convenience and flexibility of the online learning environment, which

means that network-based materials match their learning goals and

lifestyles. Besides, from the findings in 3.2.1. in questionnaire 2, the author

has found that 100 percent of HUFI teachers recognize the needs to use

online materials as supplementary documents to teach English to their

. students but they meet lots of difficulties in designing such kinds of these

materials and the way of exploiting them for their teaching. In this article,

six major techniques for designing all. interactive lesson via internet are

presented as guidlines.

549


12/19

PRO CEEDINGS O F THE 20 14 INTERNATIONAL CONFERENCE

4 .1 U se s im p le an d c le ar

instructtons

One of the requirements for developing such kinds of materials is to

develop students' necessary skills to succeed in online learning, especially

how to follow the online directions account for 56.7 percent. Students

responding to the survey agree that the reason for not taking online course

is that they do not really understand the instructions. A main difference

between electronic literacy and traditional text is interactive functions.

Students read the online materials need to know how to reach to the page

they need through the online directions or instructions. Therefore, it is

imperative that language teachers. should use very simple and clear

instructions in the NBLT lessons. Using simple and clear instructions also

saves time to read and does not distract students away the main points of the

lessons. Teachers should shorten the instructions as much as possible in the

language tasks or activities. Let us examine the following instructions in

books and online materials:

In books:

Multiple choices:

Cir clethe lett er A ,

B,C,

or

0

to indicate th e correct answer to

each of the follow ing questions.

In online materials:

Multiple choices:

Cli ck the best choic es fo r th e fo llow ing questio ns.

In short, simple and clear instructions not only meet the needs of most

of the students as found in the survey but also create a fine image to readers.

4 .2 M a k e fo ru m s fo r o nlin e d is cu s sio ns

Beside the need of concise and simple instructions, most students

(77.2

)

want to use email and online discussion. Students love to interact

mostly through a forum. In order to meet this need, a forum, in which

students

orl

and the instructor interact in asynchronous time, must be

developed for ESP courses. As discussed in section 3.1.1., this form of

learning creates lots of the possibilities for improving students' language

proficiency, promoting students' positive attitude and interest in learning

English for Accounting (EFA). Hence, before starting EFA lessons, teachers

should set up a forum discussion online to provide students with richer

550


13/19

D esignin g netw ork -based m aterials for stu dents o f A ccounting at. ..

discourse such as pictures, audio and videos formats. In fact forums function

as a significant shift of students getting accustomed to any lesson in the

course before they take a discussion in traditional classes. Opening online

discussions also satisfies the need of expanding the course length of more

than three quarter of students (]18.9%). This figure also matches with 60

percent of HUFI language teachers' opinions about the course length. If the

request to extend the course length fails to get an agreement from the HUFI

Training Department, online discussion is compensated for the shortage time

of the course length. With 88.9% percent of students surf the web, weekly

discussions will contribute a greater success in their EFAwith the plans of

interacting themselves through internet.

4 3 M ak e u s e fu l a n d c o n c is e le ss on s th at a re b ala n c ed w ith fo ur la n g ua g e

m a c r o ski l ls

The four language macro-skills are designed in details the questionnaire

given for HUFI language teachers. The balance of such four macro-skills as

listening, speaking, reading and writing must be appreciated in designing a

scientific and effective lesson for ESP course. The purpose of this action can

solve the unbalance in teaching and learning ESP at HUFI. The actual class

time is given too much for the skill of reading (59%) but rather for listening

(6 ).

Table 2: The distribution of time for four language skills

6

Listening

Speaking

Writing

~ Reading

Only when a useful and concise lesson that is balanced with four

language skills is made, students will have choices to help them improve

their communicative skills. In order to get the fruitful results for NBLT

5 5


14/19

PRO CEEDINGS O F THE 20 14 INTERNATIO NAL CONFERENCE

materials, teachers design a learning lesson which is combining all of the

four macro-skills. For instance, students have to read a passage of an

accounting issue and then watch a movie about that topic and then ask them

to write or speak the similarities or differences about two input materials

(written and spoken texts). The online materials can provide many useful

communication tools like forum discussions, e-mail connectivity, live chat or

so on. Therefore, a lesson that is integrated the four language macro-skills is

becoming more and more apparent to EFA.

4 .4 E n ha nc e s tu d e nts in tr in sic a nd e x tr in sic m o t iv atio n s

The results in questionnaire 1 show that '16.'1percent of the students

have their own high motivations towards EFA. But nothing can be sure that

students also have their extrinsic motivation with the traditional ways of

learning, especially with materials. 86.1 percent of the students want to learn

EFAwith the help of network. If they have an interaction with other learners

or an instructor at the interval times during the course, online students can

increase their extrinsic motivations. Besides, they can take an advantage of

opportunities to work with their partners online. The encouragement and

feedback from lesson they received will help them to stay motivated and

they wish the program to be tailored ('14.4 ). We can take a conclusion that

NBLT can bring students not only intrinsic motivations but also extrinsic

ones. Therefore, we should design the materials with the testing and

evaluating sections for each of units in order to raise their extrinsic

motivation through NBLTmaterials.

4 .5 E sta b lis h w ork ing g ro up s to e xp lo it N B lT m a te ria ls m o re

ettectively

As discussed above, both teachers (60 ) and students ('15.6 )

complained about workload and time limit and wished to expand the course

length, which prevent them from creating listening and speaking tasks on

classroom. To solve these problems, setting up working groups to exploit

NBLTmaterials is the best way. These groups consist of about from five to

ten students and the teacher has to appoint a group leader for each group to

manage them with their works.

Group members can join the forum for discussion or do tasks delivered

by the teacher. In general, their duties should be focused on a collection of


15/19

D esign ing netw ork-based m ateria ls fo r s tudents o f A ccoun ting a t. ..

listening and speaking materials because the actual time for these skills in

classroom is too low (5.5% and 12.3%). The teacher should join into the

working time to help them overcome some difficulties they deal with during

the course.

In order to carry these activities, in the NBLT materials the teacher must

ask students to register and arrange them in groups to manage the classes

easier. When students login into the materials for learning, the teacher know

exactly the duration of time and jobs they access in the material sites.

4 .6 G e t su p p o rts fro m o th er o nlin e m a te ria ls

From the results shown in the Section 3, the needs for learning to write

clearly (47.2%) and communicate with other people confidently (62.8%) are

unable to reach in EFA because these are extremely fruitful results .

Therefore, when designing NBLT materials for ESP course, teachers should

take into accounts of giving supplementary links to the other online sources

which offer language teachers the other micro-skills such as vocabulary,

grammar, structures and so on. Supplying useful links to students helps

them enhance their GEP knowledge that ESP teachers do not have enough

time to teach or reinforce them in classrooms. There are some of the

suggesting online materials that teachers can direct students to the links that

are helpful to their studies.

All of the materials which are the lessons of EFA are published at the

address http://englishforaccounting.edu.vn.This webpage is now available

for students to access when they take EFA course in their curriculum at

HUFI. The materials consist of six units that cover main fields of accounting

major. This website is considered as an overview of common methods,

techniques, and applications used to design ESP materials for the EFA in

HUFI under the light of NBLT. These technologies are blended with each

other of following established form.

We should design a website that publishes all documents or materials

related to the subject they teach before starting a class. Webpages are

information resources about the subject, teacher, course length, course

requirements, grading and reference books which are available for the

WWW This technology is applied in order to meet the need of 61.1 percent

of students who want to use computer as a learning tool. The materials can

5 5 3


16/19

PROCEEDINGS O F THE 20 14 INTERNATIONAL CONFERENCE

be accessed through a web browser and can be viewed on PC screens or

mobiles.

Table 3: The established technologies of NBlT

s.

C o n c l u s i o n

This article is delivered to point out valid educational outcomes for

teaching ESP at HUFI in the use of new technology - the internet. This is

an innovative strategy for designing and giving the creative and interactive

web-based materials for students of accounting. These kinds of materials

are aimed to enhance the students' capacity to advance and support their

creativity and independence in learning. The results will serve the

purposes of saving students' budgets in buying reference books or

materials for their studies because NBLT is constantly being created, tested

and implemented from the West to the East at an amazing rate with

incredible cost.

The author has applied positive actions in training ESP courses, bringing

the Accounting students in HUFI with the significant benefits as follows:

developing, delivering and mainstrearning training material with the

lowest cost;

helping students to collaborate towards the completion of tasks which is

not only learn to a certain knowledge but also the ways of living

together in the global village ;

554


17/19

D esign in g ne twork-based m aterials fo r studen ts o f A ccoun ting at. . .

and helping students to have choices to demonstrate their ability to

proficiently create in their target language. Their products are not only

read their instructors but an authentic audience as well. With this

experience in learning, students may reread their products and revise

their artifacts. These actions of training are also to help students to have

more changes to better practice communicating with their friends and

others.

When the students take a course in ESP at HUPI, they may feel nervous

and worried than the other subjects because they do not have any

knowledge about this field. They find it difficult in learning this subject. This

kind of ESP materialsis applied to help students overcome their difficulties,

provide students with scientific materials as well as support them an

innovative way of learning.

R e f e r e n c e s

Basturkmen,

H

(2010).

Developin g courses in englis h for specific purposes.

New York:

Palgrave Macmillan Press.

Cheon, H. (2008). Sociocultural theory and computer-mediated communication-

based. Working papers in TESOL

applied lin guistics, 8, 1-10.

Cox, K. (2004). English for academ ic puposes stu den t s book. NSW: Pearson Australia

Group Ply Ltd.

Dudley-Evans, T (199'1).An overview of ESP in the 1990s. In T Orr (Ed.),

The

Japan con ference on English for specific purposes

(pp. 5-12). Japan: Aizu

University Press.

Dudley-Evans, T ., St John, M.

J

(1998). Development in ESP a mult i-disciplin ary

approach. Cambridge: Cambridge Unversity Press.

Frendo, E.,

Maloney, S. (2009). English for accounting students book. Oxford:

Oxford University Press.

Kaur, S . (2010). ESP design: Matching learners' need to aims. Engli sh fo r specif ic

purposes world, 1-13 .

Koenraad,

T

(2005). Developing network-based language learning teaching.

Annual conference of the network

Dal Sudos

(pp. 1-5).

SzigetszentmikloslBudapest: Utrecht University of Professional Education

Press.

555


18/19

PROCEEDINGS O F

THE 2 01 4

INTERNATIO NAL CONFERENCE

Ministry of education and training (2000). Chuang trtnh khung gia o due da i h9C . Ha

NQi:MOEI

Nghi, T T (2010, August 10). N han ban . .. g iao an . Retrieved May 10,2011, from

Nguai Lao a9ng: http://nld.com.vn/20101201104969't3p0c10lt/nhan-ban-giao-

an.htm

Richards, J. c.,

Rodger, T S. (1986).Approaches and m ethods in la nguage teaching-

A descriptio n and analysis. Cambridge: Cambridge University Press.

Richards, J. c., Rodger, T S. (2000). Approaches and m eth od in language teaching .

Cambridge: Cambridge University Press.

Strevens, P. (1988). ESP after 20 years: are-appra isa l. (1.M. Tickoo, Ed.) Singapore,

Singapore: SEAMEO Reagional Language Centre.

Vinh, T (2009,December 25). L6 lu 5ng ti~ng Anh chuyen nganh . Retrieved on April

12,2011, from

Nguai Lao a9ng

online:

http://nld.com.vn/2009122512143128POClOl't/lo-hong-tieng-anh-chuyen-

nganh.htm

Warschauer, M., Kern, R. (2005). Network-based language teach in g: Concep ts and

practic e (3rd Edition ed.). Cambridge: Cambridge University Press.

Waters, T H. (2001). Engli sh for specific purposes a learning-centered approach .

Cambridge: Cambridge University Press.

Wu, W-S. (2008). Web-based Engli sh learning and teach in g in Taiwan: Possibilities and

cha ll eges. Retrieved January 3, 2011, from Chung Hua University Website:

people.chu.edu.tw/-wswu/publications/papers/conferences/O5.pdf.

i o d a t a

He is the lecturer and Vice - manager of English LanguageCenter of Ho

Chi Minh City University of Food Industry, Ho Chi Minh City, Vietnam.

His main interests include tools development for Computer-Based

Language Teaching (CBLT): linguistics research and applications, and

Englishfor Specific Purposes (ESP)program designand methodologies.

5 5 6


19/19

Designing network-based materials for students of Accounting at Ho Chi Minh City University of Food...

Documents

Transcript of Designing network-based materials for students of Accounting at Ho Chi Minh City University of Food...