Tham Thuy Hong
Phenikaa University, Hanoi, Vietnam
About
Hong Thuy Tham is a lecturer in the Faculty of Japanese Studies at Phenikaa University in Hanoi, Vietnam. Her research interests include Extensive Reading (ER) and Content-Based Instruction (CBI), including CBI (Content based instruction) and CLIL (Content and Language Integrated Learning), PBL (Project Based Learning) within the context of Japanese language education. She has implemented ER-based approaches in Japanese language courses at several universities in Hanoi and has published research on the integration and effectiveness of Extensive Reading.Sessions
College and University Extensive Reading in Japanese (Tadoku) for College Students in Vietnam more
Sat, Sep 6, 15:10-15:55 Asia/Tokyo
Extensive Reading (ER) is widely practiced in English language education worldwide, yet its application in Japanese—known as Tadoku—remains limited due to a lack of research, resources, and implementation. In 2020, I introduced Tadoku into the reading and writing curriculum at the University of Languages and International Studies, VNU Hanoi. Since then, it has been positively received by students. Surveys conducted from 2021 to 2024 show that over 80% of participants enjoy Tadoku activities and find them beneficial. Furthermore, Tadoku has inspired student-led research projects, contributing to curriculum innovation and increased learner engagement. Given these positive outcomes, Tadoku holds strong potential to enhance reading motivation and skills in Japanese language education across Vietnam. This presentation will explore the implementation process, highlight key challenges and successes, and share practical strategies—such as material selection, activity design, and student engagement techniques—that support the sustainable integration of Tadoku into university programs.
All Levels Ideas to Access Materials: A Summary of Solutions to ER's Biggest Problem more
Mon, Sep 8, 11:50-12:35 Asia/Tokyo
In this moderated session, the scholarship recipients who received funding to support their attendance at ERWC7 will share solutions to some of the main problems associated with ER. Common challenges including limited awareness of ER in training on pedagogical approaches, rigid curriculum and institutional policies, and a lack of localized research evidence all hamper initiatives to implement ER. Although these are significant hurdles, it is only with access to suitable materials that ER/EL/EV can be introduced and delivered effectively to move forward in addressing these challenges. The success in grassroots classrooms and institutional programs depends on teachers having interesting, level-appropriate, graded materials for their learners. Drawing from their experience and summarizing a range of presentations at this Congress, the panelists will share examples of resources available and novel methods being taken to overcome this primary limitation. Participants will be able to add and take away valuable ideas.
