Full metadata record
DC FieldValueLanguage
dc.contributor.authorTran, Thi Anh Tuyet-
dc.date.accessioned2018-01-16T08:08:08Z-
dc.date.available2018-01-16T08:08:08Z-
dc.date.issued2017-
dc.identifier.issn2525-2445-
dc.identifier.urihttp://repository.vnu.edu.vn/handle/VNU_123/61157-
dc.descriptionp. 123-141en_US
dc.description.abstractThis article reports a qualitative action study that emerged from the author’s reflective teaching practice in an intermediate English class. The research investigated the effectiveness of collaborative brainstorming training procedures on students’ ideas expressed in their written papers and on students’ learning of writing skills through in-depth interviews, classroom observations, students’ written papers and students’ journals. The study indicates that collaborative brainstorming training with additional brainstorming rules can significantly improve quantity and quality of ideas in paragraph writing, but not remarkably in letter writing. Besides, training has had positive effects on students’ learning of writing skills. The findings of the study, therefore, make important contributions to the implementation of collaborative brainstorming in the English language teaching practiceen_US
dc.language.isoenen_US
dc.publisherH. : ĐHQGHNen_US
dc.relation.ispartofseriesVol.33, No.6 (2017);-
dc.subjectBrainstorming rulesen_US
dc.subjectCollaborative/ group brainstormingen_US
dc.subjectWriting skillsen_US
dc.titleThe effectiveness of collaborative brainstorming training procedures at pre-writing stage in intermediate English classesen_US
dc.title.alternativeTính hiệu quả của quy trình rèn luyện phát triển ý tưởng theo nhóm trước khi viết cho sinh viên trình độ tiếng Anh trung cấpen_US
dc.typeArticleen_US
Appears in Collections:Foreign Studies


Full metadata record
DC FieldValueLanguage
dc.contributor.authorTran, Thi Anh Tuyet-
dc.date.accessioned2018-01-16T08:08:08Z-
dc.date.available2018-01-16T08:08:08Z-
dc.date.issued2017-
dc.identifier.issn2525-2445-
dc.identifier.urihttp://repository.vnu.edu.vn/handle/VNU_123/61157-
dc.descriptionp. 123-141en_US
dc.description.abstractThis article reports a qualitative action study that emerged from the author’s reflective teaching practice in an intermediate English class. The research investigated the effectiveness of collaborative brainstorming training procedures on students’ ideas expressed in their written papers and on students’ learning of writing skills through in-depth interviews, classroom observations, students’ written papers and students’ journals. The study indicates that collaborative brainstorming training with additional brainstorming rules can significantly improve quantity and quality of ideas in paragraph writing, but not remarkably in letter writing. Besides, training has had positive effects on students’ learning of writing skills. The findings of the study, therefore, make important contributions to the implementation of collaborative brainstorming in the English language teaching practiceen_US
dc.language.isoenen_US
dc.publisherH. : ĐHQGHNen_US
dc.relation.ispartofseriesVol.33, No.6 (2017);-
dc.subjectBrainstorming rulesen_US
dc.subjectCollaborative/ group brainstormingen_US
dc.subjectWriting skillsen_US
dc.titleThe effectiveness of collaborative brainstorming training procedures at pre-writing stage in intermediate English classesen_US
dc.title.alternativeTính hiệu quả của quy trình rèn luyện phát triển ý tưởng theo nhóm trước khi viết cho sinh viên trình độ tiếng Anh trung cấpen_US
dc.typeArticleen_US
Appears in Collections:Foreign Studies