# data[].attributes.body
-using technology in teaching primary students
-mechanical application of grammar rules into use
-enhancing university student's confidence in expressing ideas using English language

# data[].attributes.headline
Group 7 - Room 6 (An, Quyen, My, Thuyen Do, Thanh Nguyen, Quynh Trinh, Hai Nguyen Ngoc)

# data[].attributes.subject
Group 7 - Room 6 (An, Quyen, My, Thuyen Do, Thanh Nguyen, Quynh Trinh, Hai Nguyen Ngoc)

# data[].attributes.body
- Students from countries where EL as L2 lack an environment for practicing
- Children from poor families or remote areas don't have good opportunities to study
- Lack of language teaching staff in remote areas
- Lack of facilities and equipment for teaching and learning (computers, materials, radios, projectors, etc.)
- Unbalanced English level of students from remote areas and urban areas when they start their higher education learning
- Not enough qualified teachers, and training courses for teachers
- Students are not motivated and inspired to learn English
- The education with a lot of theories leads to boredom and impractical examinations
- The heavy curriculum of the national entrance examination

# data[].attributes.body
1. Student attitudes and behaviors
2. Classroom size
3. Student health and safety
4. The application of ICT in face-to-face classes to enhance students' engagement
5. Students' reluctance to participate in group work

# data[].attributes.headline
Group 11 (Thanh Duong, Thao Trinh, Huyen Nguyen, Tam Le, Yen Nguyen)  

# data[].attributes.subject
Group 11 (Thanh Duong, Thao Trinh, Huyen Nguyen, Tam Le, Yen Nguyen)  

# data[].attributes.body
1. not fully engaged in writing class

2. Demotivation

3.Overusing L1 in class

4. Stimulating and supporting lifelong learning

5. learning and teaching styles

6. Online learning (internet connection/technology/ equipment…)
7. lack self study skill

8. class size + facilities

9. teacher's salary and working load

# data[].attributes.body
* List of global educational problems, issues, challenges:
1. Reluctant to speak English in class
2. Using L1 in class
3. A lack of opportunities to use L2 in everyday life
4. Diverse learning styles
5. Peer bullying and competitiveness
6. Hybrid learning during Covid 19 period
7. Student mental health
8. Teacher salaries
9. Teaching L2 for use or for exams?
10. Class size
11. School safety

# data[].attributes.body
1. The gap between productive and receptive skills (students are much weaker at writing and speaking)
2. reliability of testing system
3. perception of students about good pronunciation
4. lack of self learning skills

# data[].attributes.body
Problems:

1.  Inequitable learning opportunities and supports

+ Unequal opportunities across different regions, groups of people, community =>  Hinder educational qualities

+ Extensive issue/ Long-term issue

2.  Teachers’ and students’ well-being

+ Mental and physical

+ Noticeable and hot issue

+ Directly affect the effectiveness of teaching and learning

3.  Effective technology application in teaching and learning

4.  Imbalanced testing for high school students

5.  Learning situations after covid 19

# data[].attributes.headline
Remember you need to order them and explain rationale for your top 2.

# data[].attributes.subject
Remember you need to order them and explain rationale for your top 2.

# data[].attributes.headline
Group 10 - Thao Dinh, Ha Mai, Hien Vu, Dao Tran, Thuy Tran, Thai Trang, Hoa Phan

# data[].attributes.subject
Group 10 - Thao Dinh, Ha Mai, Hien Vu, Dao Tran, Thuy Tran, Thai Trang, Hoa Phan

# data[].attributes.body
1. Online learning:

1. Teachers or students’ perceptions about its challenges and opportunities during covid-19

2. Testing and assessments: whether they are effective (cheating)

3. Quality of teaching and learning?

4. Parents’ role?

2. Students’ participation: A lack of active participation and critical thinking from students.

Ss rely too much on Google

The lesson topics might not draw ss’ attention, lack of interest

common problems in lots of classrooms

typical psychology features that they are afraid to argue and show their own voices ; therefore they tend to easily agree/ accept with their mates’ ideas

Students are reluctant or afraid of interacting with peers and the teacher

3. Learning Environment: teacher-led activities versus student-led activities
4. The anxiety and lack of willingness of adult learners in English speaking class

# data[].attributes.body
-standard testing and assessment
-textbook/curriculum

-technology in education
-enhance Ss' creativity
-Ss' willingness to speak/raise their voice
-teacher salaries (lol)
-school bullying
-assess Ss' speaking skills in the national entrance exam
-student-centeredness in Vietnam
-class size
-teach for learning or teach for the exam (test-driven curriculum)
-parents' involvement & expectatons

# data[].attributes.headline
Group 9 (Huong Pham, Phi Tran, Hieu Le, Hieu Huynh, Hoa Vo)

# data[].attributes.subject
Group 9 (Huong Pham, Phi Tran, Hieu Le, Hieu Huynh, Hoa Vo)

# data[].attributes.body
1. The perception of education: teaching for testing OR teaching for enhancing students’ ability . In particular, many students learn for certificate (extrinsic motivation) not for self-development (intrinsic motivation)

Rationale:

Students tend to cram for the exam and forget almost all of the knowledge afterwards.

Many students spend many years studying language but lack competence in skills because they do not work on it.

2. Many young children have difficulties in online learning.

Rationale:

Being easily distracted by other factors.

Constant technical issues faced by both teachers and students on these platforms.

Unequal learning opportunities in different regions.

Some students are not familiar with the new learning mode -> They can’t participate in most online learning activities

3. Multi-level class

4. Bullying issues

5. People’s assumption of language teaching: many unprofessional English speakers can easily replace teachers who are certified with qualifications, and some think that language teaching is just exchanging words verbally without a teaching method.

6. People’s assumption of language tests: for example, with high IELTS scores, a sophomore can possibly be prioritized instead of those who have lower band scores.

7. Teachers’ identities: Parents’ perspectives ( many parents often think that teachers should be more responsible for moral education for their children)/ Parents’ misunderstanding of the interrelationship between teaching and learning process. They measure them by the amount of money they pay. In fact, the effectiveness of the teaching process depends on teachers, but how effective it has on the students’ learning relies on their efforts and determination.