Enhancing LMS Effectiveness in Language Centers: A Case Study of V-Hub at VUS Vietnam
Duy Khang Nguyen,
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Ngoc Ha Pham
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AsiaCALL Online Journal,
Journal Year:
2025,
Volume and Issue:
16(1), P. 43 - 68
Published: Jan. 27, 2025
This
mixed-methods
study
investigates
the
effectiveness
of
V-Hub,
a
Learning
Management
System
(LMS)
implemented
at
VUS,
prominent
language
center
in
Vietnam,
focusing
on
homework
completion
rates
and
teacher
strategies.
A
survey
27
teachers
in-depth
interviews
with
six
reveal
that
while
V-Hub's
user-friendly
interface
learning
content
is
positively
perceived,
technical
limitations,
such
as
device
compatibility
issues
absence
answer
explanations,
hinder
its
full
potential.
Teachers
employ
various
strategies
to
motivate
support
students
using
including
rewards,
personalized
guidance,
clear
communication.
The
highlights
crucial
role
effectively
integrating
LMS
into
teaching
underscores
need
for
platform
enhancements
comprehensive
training
maximize
benefits
technology-mediated
learning.
Future
research
directions
include
exploring
student
perspectives,
investigating
impact
specific
features
outcomes,
examining
potential
materials
replace
traditional
textbooks.
Language: Английский
Exploring the Influence of Social Media and Online Communities on Affordances in ELT
International Journal of Language Instruction,
Journal Year:
2024,
Volume and Issue:
3(4), P. 119 - 133
Published: Dec. 9, 2024
In
modern
times,
the
popularity
of
social
media
and
online
communities
play
an
important
role
in
both
daily
life
language
learning.
Social
have
become
integral
to
life,
offering
unique
opportunities
transform
English
Language
Teaching
(ELT).
This
literature
review
examines
how
affordances
provided
by
these
platforms
are
reshaping
current
landscape
ELT
through
ecological
perspective.
Specifically,
study
investigates
their
influence
on
teaching
learning
practices,
focusing
foster
authentic
use,
collaboration,
personalized
experiences.
Additionally,
explores
implications
for
teachers’
strategies
designing
dynamic,
multimodal
environments
that
extend
beyond
traditional
classrooms.
By
synthesizing
findings
from
recent
research
(2014–2024),
highlights
transformative
creating
enriched
affordance
environments.
These
enable
greater
learner
autonomy,
cultural
awareness,
engagement.
The
also
identifies
practical
recommendations
educators
integrate
tools
effectively
while
addressing
challenges
such
as
digital
literacy
privacy
concerns.
provides
a
comprehensive
understanding
shaping
suggests
leveraging
them
innovative
sustainable
practices.
Language: Английский
Exploring the Impact of Mobile-Assisted Language Learning (MALL) on the Autonomous English Learning of EFL Sophomores: A Case Study
Proceedings of the AsiaCALL International Conference,
Journal Year:
2024,
Volume and Issue:
6, P. 217 - 237
Published: Dec. 12, 2024
This
study
explores
the
use
of
Mobile-Assisted
Language
Learning
(MALL)
among
sophomore
English
majors
at
a
Vietnamese
university,
focusing
on
their
engagement,
perceptions,
and
its
impact
autonomous
language
learning.
Specifically,
it
identifies
commonly
used
mobile
devices
applications,
analyzes
MALL
students’
competencies,
examines
how
students
perceive
role
in
learning
autonomy.
Data
were
collected
from
150
sophomores
via
questionnaire,
revealing
that
smartphones
applications
such
as
Duolingo,
ELSA
Speak,
YouTube
most
popular
tools
for
improving
vocabulary
listening
skills.
The
findings
suggest
while
offers
significant
benefits,
accessibility
convenience,
also
face
challenges,
including
distractions
limited
pedagogical
explanations.
Despite
these
drawbacks,
was
positively
perceived
by
enhancing
proficiency
fostering
independent
recommends
further
exploration
into
integrating
with
blended
flipped
classroom
approaches
to
maximize
advantages
education.
Language: Английский