Articles

Enhancing English Grammar as A Part of Capacity Development to Grade 4 Students at A Primary School in HCMC

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This study investigates the effectiveness of enhancing English grammar instruction as a component of capacity development for Grade 4 students at a Primary School in HCMC. Grounded in a quasi-experimental design, the research combines both pretest, post-test methods and a teacher perception survey to explore the impact of targeted grammar instruction. Drawing from theories by Hudson (2004), Alexander (2004), Myhill, Jones, & Watson (2012), Cameron (2001), Elley (1991), and Hall (2011), the study emphasizes contextual, communicative, and student-centered approaches to grammar teaching. Findings revealed that teachers value grammar as a critical tool for sentence construction, clear communication, and language capacity development (Mean = 3.8). They reported using interactive strategies such as storytelling, group writing, and grammar games (Mean = 3.76). The intervention showed significant improvement in students’ grammar proficiency, with post-test scores notably higher than pretest scores (p < 0.05). The study concludes that capacity-oriented grammar instruction significantly benefits young learners’ linguistic competence and recommends its broader application in primary education. This research contributes to English language pedagogy by offering practical methods to integrate grammar into meaningful and engaging learning contexts for Vietnamese EFL student.

Analysis of Interactive Educational Puzzle Media to Improve Elementary School Students’ English Language Skills

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This study aims to analyze the effectiveness of interactive edugame puzzle media in improving English language skills of primary school students. The method used is a literature study that reviews various literature and previous research results related to using interactive learning media, especially edugame puzzles, in learning English at the primary school level. The results of the analysis show that interactive edugame puzzle media has significant potential to improve students’ English language skills, especially in the aspects of vocabulary, grammar, and reading comprehension. Factors contributing to this media’s effectiveness include interactive elements, immediate feedback, and fun aspects that increase students’ learning motivation. However, effective implementation requires careful design and support from teachers. This study concludes that interactive edugame puzzle media can be a valuable tool in English language learning in primary schools, with recommendations for further research into optimal design and implementation strategies in different learning contexts.