Dissertations / Theses on the topic 'Vietnamese higher education'
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1
Nguyen, Thi Phuong Thu. "The internationalisation of higher education in Vietnamese universities." Thesis, University of Portsmouth, 2018. https://researchportal.port.ac.uk/portal/en/theses/the-internationalisation-of-higher-education-in-vietnamese-universities(cc98be5c-f935-4679-9af1-2beec8f6962e).html.
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This thesis seeks to develop an understanding of internationalisation in functioning universities in Vietnam, which has remained an under-researched area. Of particular interest are how the academics perceive the conceptions and practices of the internationalisation of higher education in Vietnam. Drawing on data from 25 semi-structured interviews, 263 questionnaires,and documentary analysis collected at two typical different universities in Vietnam, the general research findings yield both similarities and discrepancies of internationalisation regarding conceptual understandings, rationales, practices, risks, challenges and future priorities between the two cases from their academics' perspectives. In particular, the findings reveal a wide variation in academic participants' views regarding the conceptualisation of internationalisation. Additionally, a number of rationales for internationalisation of higher education of these two cases are brought to light, in which academic motives are clearly identifiable, economic, social,cultural or political objectives are also important in determining the institutional policy and orientation towards internationalisation. Subsequently, a number of risks and challenges confronting these institutional efforts in internationalisation are explored, mainly related to the absence of systematised strategies, finance, highly qualified academic staff, and infrastructure. While there are various differences in internationalisation practices undertaken between these two universities, the future strategic priorities suggested by their academics are similar. In general, this project contributes to understanding of the conceptualisation and characteristics of the internationalisation in higher education at the grassroots level in Vietnam.
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Pham, Thu Dinh Xuan. "Leadership to support quality improvement in Vietnamese higher education." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95787/13/Dinh%20Xuan%20Thu_Pham_Thesis.pdf.
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The study was situated within the higher education (HE) reform agenda of the Vietnamese Ministry of Education and Training (MOET). It investigated how leadership styles and selected demographic variables impacted on Vietnamese HE leaders and their support for the 8 quality improvement principles proposed by MOET. The findings indicated that majority of HE leaders were willing to embrace transformational leadership style that aligns with MOET's reform objective. The leaders showed mixed understanding of MOETs quality improvement principles. The findings suggests provision of continued support for HE leaders to successfully implement the reform.
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Wilby, Mary Lynn. "Among the missing| The Experience of Vietnamese American Nursing Students." Thesis, Union Institute and University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580874.
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Non-traditional nursing students, including Vietnamese Americans often face challenges that differ from those of their white counterparts. These challenges have significant impact on academic success and contribute to underrepresentation of minorities in nursing. This study explored the lived experience of 12 Vietnamese American undergraduate nursing students and recent graduates through the use of phenomenologically based interviews. Study participants identified challenges similar to those identified in the literature by other ethnic minority nursing students. Participants experienced a variety of challenges including pressure to succeed in school while providing support for immediate and distant family members, financial hardship, language difficulty, cultural insensitivity, difficulty with socializing with other students, and racism in both academic and clinical settings. Despite significant stress experienced during participants' education, they perceived nursing as a rewarding career that could offer many benefits for themselves and their families. Findings from this study can serve as a springboard for additional research which can promote progress in applying transcultural nursing theory in nursing education.
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Phan, Ngoc Thach. "Approaches to curriculum development in Vietnamese higher education: A case study." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84906/1/Ngoc%20Thach_Phan_Thesis.pdf.
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This research used a case study approach to examine curriculum understandings and the processes of curriculum development at a Vietnamese university. The study proposes a participatory model for curriculum development contextualized for Vietnamese higher education. The study found that the curriculum is understood in diverse and sometimes conflicting ways by students, academics and administrative staff, and is developed in a hierarchical manner. Hence, the participatory model incorporates recommendations for effective practices of curriculum development at different levels within Vietnamese universities.
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Thai, Will Q. "First generation Vietnamese college students| Importance of incorporating sociocultural values into the career development process." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096063.
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This qualitative research study explored the career-decision making process of first-generation Vietnamese college students. The number of Vietnamese students enrolling in postsecondary education continues to be one the highest among all Asian groups. Yet, the educational attainment and graduation numbers of Vietnamese college students are much lower compared to their Asian peers. The unfamiliarity of the significance of various sociocultural values impedes practitioners to help this group of students achieve their educational goals, specifically during career decision-making process. Findings suggest culture, family, and campus support and resources contributed to first-generation Vietnamese college students’ success and career decision-making process. Implications and recommendations for policy and practice are discussed.
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Doan, Dung Hue. "Foreign-trained academics and the development of Vietnamese higher education since doi moi." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312202.
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Phan, Thi Thanh Thao. "Towards a potential model to enhance language learner autonomy in the Vietnamese higher education context." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/82470/1/Thi%20Thanh%20Thao_Phan_Thesis.pdf.
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This constructivist theory-led case study explored how the term language learner autonomy (LLA) is interpreted and the appropriate pedagogy to foster LLA in the Vietnamese higher education context. Evidence through the exploration of the government policies and the cases of three EFL classes confirms the interpretation that learner autonomy and language acquisition are mutually supported. The study has proposed project work as a potential model while demonstrating the role of the teacher and the use of target language as mediators to enhance LLA in the local context. Findings of the study contribute a theoretical and pedagogical justification for encouraging LLA in Vietnam and other similar contexts.
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Bui, Thi Hien. "EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2512.
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The flipped classroom has been increasingly used in higher education worldwide, and more recently in developing countries. The pedagogy involves a ‘flip’ of direct instruction being conducted online prior to class and learning activities demanding higher order thinking occurring in subsequent, face-to-face classrooms.
While the flipped classroom has been well-researched in Western countries such as the USA, the UK and Australia, little is known about the implementation of the flipped classroom in a developing country like Vietnam. Here, the flipped classroom poses challenges to teachers’ and students’ traditional perspectives of teaching and learning, and to levels of infrastructure and training. To date, no studies have examined the perspectives of, and learning experiences in the flipped classroom for Vietnamese English as Foreign Language (EFL) undergraduate students. This study was conducted to address this gap.
This study explored undergraduate students’ perspectives, and their learning experiences, in one case study university in Vietnam. The university had mandated the use of the flipped classroom in EFL courses in 2015 and the major aim of this study was to investigate how students were dealing with the pedagogy. Utilising symbolic interactionism as the theoretical perspective, the study employed two data collection methods, interviews, and observations. Semi-structured interviews were conducted with 20 EFL students and five EFL teachers; 30 observations of students’ learning activities occurred in both online learning and face-to-face classes. Data were thematically analysed to explore EFL students’ perspectives and learning experiences within a flipped classroom environment, and to triangulate these with the perspectives of the teachers responsible for carrying out the flipped classroom model.
The study revealed five important findings. First, students showed their preferences for surface learning over deep learning in the flipped classroom. Second, higher-achieving students were engaged in deeper learning, but lower-achieving students struggled to move beyond surface learning. Third, students revealed limited understandings of the demands of flipped classroom learning; what was required to engage effectively and its strategic goals in EFL education. Fourth, students expressed a range of beliefs about self-regulated and metacognitive strategies, but these revealed inconsistencies across the cohort. Fifth, there were a range of individual and contextual factors that affected students’ surface learning in the flipped classroom.
This study has several implications for Vietnamese higher education institutions wishing to adopt EFL flipped classroom learning. These include raising institutional awareness for preparing the management change agenda, focusing on students’ learning approaches and skills needed for the flipped classroom, and providing ongoing professional development and support for teachers and curriculum designers regarding theories underpinning the flipped classroom.
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Le, Thi Nguyet. "Blended learning in teaching English to Vietnamese university students from EFL lecturers' perspectives." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2574.
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With the rapid growth of Web 2.0 and information technology, blended learning - a combination of face-to-face and online learning - enables university lecturers to extend teaching and learning beyond the confines of their classrooms. The Government of the Socialist Republic of Vietnam recognised the importance of these innovations and mandated the use of information and communication technologies in higher education institutions. This directive overlapped with the Government’s policy to make English the major foreign language in the country in a response to globalisation given the springboard into the global economy English provides. As a result, two simultaneous, parallel movements are occurring in Vietnamese universities: (i) an upsurge in teaching English as a Foreign Language (EFL); and (ii) a focus on using blended learning (BL) for teaching and learning.
This study investigated Vietnamese EFL lecturers’ perspectives of how well they were managing their implementation of BL in teaching English to non-English major students in Vietnamese universities. The principal aim of this research was to investigate how these lecturers were dealing with, coping with, or managing the mandated implementation of BL in their teaching. Semi-structured interviews occurred with twenty EFL lecturers from ten different universities in Vietnam.
The findings revealed most of the EFL lecturers were not managing their implementation of BL in English teaching effectively while a very small number admitted their effective use of BL. Contributing to the lecturers’ implementation of BL were personal, institutional, and socio-cultural and economic factors. When the two major factors - personal and institutional - were positive, the lecturers could manage their implementation of BL effectively. The contributory socio-cultural and economic factors - especially the Confucian teaching tradition - hindered the quality of the lecturers’ implementation of BL. The study provides a framework for managing the implementation of BL effectively in English language education in Vietnamese universities.
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Miller, Randy Scott. "Understanding the Motivation of Vietnamese International Students and Their Higher Education Experiences in the United States." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115122/.
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This research describes what motivates Vietnamese students to come to the U.S. to study for a degree, what outcomes they expect, and what they experience academically and culturally while studying in the U.S. Currently the surge of international students from Vietnam has reached an all time high of 13,112 students to the U.S. This moves the relatively small South East Asian nation to the ranking of ninth among all nations for the number of international students sent to the U.S. in depth interviews were conducted fall semester 2011 with 11 students enrolled in two large public universities in the Dallas-Fort Worth-Denton Metro area. the participants were students from Vietnam holding J-1 or F-1 visas who were in their sophomore year or beyond. Interviews were conducted with these undergraduate and graduate students on the campus where each was enrolled. Interview transcripts were provided to participants for their review and comments. Ethnograph qualitative research software was used to analyze and code the data. These students reported that the increased number of students coming to study in the U.S. is because of the reputation of higher education in the U.S., relatives living in the U.S. who create a support system, and economic growth in Vietnam which has made education abroad more accessible. More students are coming to the U.S. for study because of the respect that these students families and friends have for the educational system and potential of opportunity that a U.S. degree brings. Meaningful relationships with other students provide a better and broader educational experience for Vietnamese international students. Vietnamese international students desire not only gainful employment from their degree but also a balanced growth experience that includes friendships, immersion in the culture, and being responsible members of the host society. These students made strategic use of the community college to enhance their higher education experience. the findings indicate that universities and colleges interested in attracting students from Vietnam should forge partnerships between community colleges and universities and with local Vietnamese communities to promote recruitment, affordability, retention, and graduation.
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Dang, Thi Minh Tam. "The rhetoric and reality of teaching English for multilingual and multicultural communication in Vietnamese higher education." Thesis, Dang, Thi Minh Tam (2021) The rhetoric and reality of teaching English for multilingual and multicultural communication in Vietnamese higher education. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/64402/.
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Vietnam’s National Foreign Language Project 2020, commonly known as Project 2020, commenced in 2008 with an initial scheduled completion date of 2020. The project’s central goal focuses on enabling students to communicate (in English) independently and confidently in a multilingual and multicultural context. With a giant proposed budget, Project 2020 has impacted the learning and teaching of English at every level of education within Vietnam. The focus of this study is on how public higher education institutions have implemented the project goal for non-English major students within their own contexts. Implementation in higher education has been investigated at three levels, institutional, departmental and classroom level.
This research is a qualitative case study. Its design is informed by the research framework of Crotty (1998). The study also draws on the work of Kemmis (2010) and the theory of practice architectures around the concepts of sayings, doings and relatings (p.13). Data were collected from document analysis, semi-structured interviews, and from classroom observations.
Participants interviewed in the study were departmental leaders and teachers of English at three public higher education institutions. Their accounts provided interpretations and perspectives around curriculum, pedagogy and concepts underlying the Project 2020 goal.
The findings of the study suggest that the Project 2020 goal that is the focus of this study has yet to be successfully implemented at the case study sites. There is a significant clash of value and culture systems, which is manifested in three areas, curriculum, pedagogy, and change management. The Western elements of curriculum and pedagogy have, in effect, been “bolted on‟ to the Vietnamese educational context without adequate attention to processes to support the successful implementation of change.
The findings also suggest future directions that have the potential to impact continuing work on implementation of this national project, now extended to 2025. To bring about a new reality for English learning and teaching in Vietnam, there needs to be more development of both people and organisations (Quinn & McGrath, 1985) so that change can happen in a way that enables the Western and Vietnamese cultures of learning to function meaningfully together.
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Hoang, Thinh Quoc. "Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2423.
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Learner motivation is recognised as a crucial determinant of successful second language (L2) learning. However, to date, little research has been directed into the motivational dimensions of L2 learning in Vietnam, where English has currently become the most popular foreign language with millions of learners nationwide. Further, there is a limited amount of research internationally that explores the motivational levels and development of L2 students at the transition from school level to higher education.
This study aimed to develop a profile of the motivation and learning experiences of a cohort of Vietnamese first-year English-major students over one academic year. As an attempt to integrate the L2 research field with mainstream educational psychology, the study drew theoretically from Eccles et al.’s expectancy-value theory (EVT). This framework, though recognised as one of the most influential motivation theories, has received limited attention in the L2 field. Specifically, the research explored: the EVT constructs of attainment value (personal importance), intrinsic value, utility value, cost, perceived competence, and expectancies for success; their variations across the cohort over one year; their correlations; and their impacts on motivational indicators of English-major choice, English learning effort and willingness to communicate. The study also offers explanations for those variations.
Informed by critical realist perspectives, the study adopted a longitudinal, explanatory mixed-methods design. A cohort of 149 first-year English-major students at one Vietnamese university were surveyed three times over one academic year. Drawing on the results of the first survey, a sample of 15 participants exhibiting a range of motivational profiles were recruited to take part in three rounds of individual interviews over the same year.
Results demonstrated various explanatory powers that the EVT constructs had in understanding Vietnamese English-major students’ motivated behaviours. For example, while personal importance and utility value linked to English seemed to be more potent reasons for participants enrolling in an English major, their L2 learning engagement and willingness to communicate in English were linked more strongly to intrinsic value and expectancies for success.
The study further revealed different developmental trajectories of student values and beliefs. While the students maintained relatively stable levels of personal importance and utility value, studying English became slightly less interesting to them. Regarding cost dimensions, the participants reported an increase in opportunity cost they perceived from iv studying English while becoming less anxious about speaking the language. For the two competence-related beliefs, while the students perceived an improvement in their English proficiency, they reported decreasing levels of expectancies for success and became more realistic about the potential to improve their English. The participants also reported a lower investment in learning effort and less willingness to communicate in English, which paralleled the declines in intrinsic value and expectancy beliefs. Interviews with participants revealed the impacts of different contextual and individual factors, especially those of teaching and learning activities on their L2 motivation.
Overall, the findings of this study suggested that expectancy-value model provided a fresh but effective theoretical approach to understanding the motivational patterns of Vietnamese first-year English-major students and is potentially applicable to inquiry into L2 motivation in other contexts. Moreover, this study’s findings also contribute to extending current understandings of the EVT constructs. Finally, the findings from this study provide valuable insights and suggestions to better support English language learners in Vietnamese tertiary institutions and similar contexts.
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Le, Thi Thanh H. (Hien). "Understanding the development of intercultural sensitivity through study abroad:a narrative study of Vietnamese students in Finnish higher education." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022381.
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International student mobility is becoming increasingly more popular across the globe because of its significant benefits to language learning, cultural awareness and career development. Study abroad is one kind of international student mobility, and my research mainly focuses on degree mobility. The Vietnamese context shows that an increasing number of students yearly yearn to study abroad for a degree to achieve a better higher education and develop their professional career in the near future. Study abroad can have a huge impact on students’ life, but there are limited studies on Vietnamese students’ lived experiences and how they adjust themselves to the host country.
This thesis, at a glance, explores the cultural differences that Vietnamese students in Finnish university encounter, among the Finnish society. The research participants are given an opportunity to express their own story in living abroad and presenting their own observation of similarities and differences between Vietnamese culture and Finnish culture. This is a narrative research, using narrative interviews with three Vietnamese students who have studied or are currently studying in University of Oulu, Finland. The main goal of this research is to understand how Vietnamese student are able to develop their intercultural sensitivity in a new living environment. Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) and the concept of frame of reference from Transformative Learning Theory will be employed to comprehend their narratives and explain the possibility of their development and intercultural sensitivity.
The influence of cultural context on the development of intercultural sensitivity will also be carefully considered in my study, especially the difference in thinking patterns between the East and the West. The cultural background from each research participant is also accounted for my research, in order to bring a holistic understanding of the participants’ origin and their ‘frames of reference’. The holistic analysis from Lieblich et al. (1998) will be implemented in the research to bring in well-rounded insights of the Vietnamese students’ lived experience. Each of research participants’ stories will be attentively interpreted using different patterns of thinking presented in The geography of thought from Nisbett (2003).
In conclusion, this thesis considers how Vietnamese students obtain the development of intercultural sensitivity in their host country (Finland) through the lens of DMIS and the concept of frame of reference with careful attention to both the context of home and host country. This thesis also contributes to a current research agenda of international education from a seemingly neglected aspect: Vietnamese perspective on study abroad.
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Ta, Betty Tram. ""Persistence, determination, and hard work are crucial ingredients for life"| A narrative inquiry into the lives of first-generation Vietnamese American students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703043.
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Asian Americans are often regarded as the “model minority,” applauded for their ability to blend in to American society, achieve academically, and climb the socio-economic ladder. However, this model minority status is a myth that fails to recognize the variation that exists across different Asian American subpopulations. Recent studies have acknowledged the diverse ethnicities, cultural, economic, and social capital among different Asian American subgroups. This narrative inquiry explored the K-16 educational experiences of academically successful first-generation Vietnamese American college students. This Asian American subpopulation has experiences and outcomes that, in many ways, resemble those of traditionally underrepresented groups like African American and Latino students. Thus this study examined the experiences of those who have succeeded to better understand the supports upon which they have drawn and the obstacles they have navigated.
Through narrative inquiry, this study gives contour and voice to the educational experience and academic life of these students from their own perspectives. More specifically, this study employed narrative representation to retell lived experiences in the form of a chronology. Themes across participants were also examined and presented to honor the voices of other participants and provide deeper insights into the experiences of first-generation Vietnamese American students. The stories of these understudied, disadvantaged students are examined to understand the personal, social, and institutional influences that affect the experience of this population and the possible interactions among these contributing factors as students navigate the K-16 educational pipeline. By means of storytelling, findings elucidate the factors that support the scholastic achievement of first-generation Vietnamese American youth and the barriers that hinder their success using a student retention and anti-deficit approach.
Findings indicate that first-generation Vietnamese American youth navigated the K-16 educational pipeline as active agents with a wealth of capital and great resilience. Like other marginalized students of color, youth in this study arrived at school with aspirational, familial, social, navigational, and resistant capital. Further, collectively, cognitive, social, and institutional factors enhanced students’ ability to persevere and triumph in face of barriers. However, findings also suggest that some assets, such as family and language, were not absolute. In many cases, one form of capital interacted, facilitated, or constrained another form of capital. For instance, while family could be supportive and facilitative of student success, family members and traditions also presented significant barriers for at least some study participants.
Findings from this study inform policy, practice, and future research to facilitate greater participation, engagement, and educational achievement for first-generation Vietnamese American youth, as well as assist other first-generation youth navigate the educational process and create their own college-going tradition. Based on the findings of from this study, policy makers should increase funding for qualified support staff (such as, school counselors, school psychologists, school psychiatrists, school social workers, school-community liaisons, and bilingual aides) to help Vietnamese American youth overcome personal and institutional barriers to success. Schools and colleges should annually develop improvement plans, as well as publicize and evaluate the effectiveness of their efforts to promote minority student and parent engagement.
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Ngo, Thu Huong. "An investigation into students' motivation to learn English in higher education in Vietnam." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84470/1/Thu%20Huong_Ngo_Thesis.pdf.
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This mixed-methods research explored students' motivation to learn English in an attempt to enhance the quality of teaching and learning English in Vietnamese higher education. An intricate picture of students' motivation was revealed: motivation to learn English to gain pragmatic benefits, to satisfy internal aspirations, and in response to external pressures. Students expressed that feeling connected with significant people (lecturers, peers and parents) enhanced their motivation to learn English. This research has significance at both practical and theoretical levels as it provides important insights into the teaching and learning English in Vietnamese higher education and the literature of second language learning motivation.
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Phuong, Nguyen H. "Engineering education for sustainable development in Vietnamese universities : building culturally appropriate strategies for transforming the engineering curriculum towards sustainable development." Thesis, University of Gloucestershire, 2013. http://eprints.glos.ac.uk/2038/.
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The main goal of this study was to improve the contribution of higher education to sustainable development in Vietnam, specifically in the area of engineering education. The study mapped the current scenario of sustainable development and engineering in higher education in Vietnam as well as investigated how a cultural perspective may influence change strategies in higher education for sustainable development. This study addressed the need for empirical research on the education for sustainable development experience in Vietnam. It argued for and contributed to an emerging international dialogue about how to accelerate progress towards engineering curriculum transformation for sustainable development in different cultural contexts. Located in the interpretivist tradition, the study utilised a wide range of qualitative research techniques to collect and validate data including open-ended questionnaires, interviews, group discussions, participant observation and documentary review. Empirical data was generated between May 2010 and August 2012 in both Vietnam and the UK through three research stages. The first stage was informed by a qualitative survey which captured baseline data collected through a large group of stakeholders from different sectors and various levels of governance. The study mapped the current responses to sustainable development in Vietnam, and confirmed the need and expectation for change in Vietnamese engineering education towards sustainable development. Case study research was carried out at three Vietnamese engineering universities during stage two. The focus was on understanding the current processes and opportunities for curriculum change for sustainable development, as well as investigating how the specific contextual and cultural factors might influence the desired change. The study found evidence of issues which hampered the current efforts in education for sustainable development in the engineering universities in Vietnam. The analysis also provided insights into the Vietnamese values, attitudes and expectancies, and behavioural preferences which contributed to explaining why these issues existed.
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Le, Tien Tung. "English proficiency of Vietnamese business graduates: Requirements of government, private universities, and foreign employers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2308.
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English is the global language of business, trade, tourism, technology, science and politics. It is also the official language in many foreign companies (Kam, 2002) and proficiency in English is therefore an advantage for acquiring employment in foreign companies where the working environment is multilingual, professional and highly competitive.
As a dynamic developing country in Southeast Asia, Vietnam has attracted substantial foreign investment since the introduction of Doi Moi or the Renovation policy in 1986. Over the last three decades, a number of foreign companies have established themselves in the country, creating numerous employment opportunities for young Vietnamese people, especially university graduates. These foreign companies originate from a range of countries and English has become the common language for employees who are required to have good communication skills within these workplaces (Roshid & Chowdhury, 2013). While previous studies have investigated employers’ perceptions of graduates’ English proficiency in the fields of manufacturing and engineering in Malaysia and India as well as the employment competencies that business graduates require in Vietnam, little research has investigated the influence of English proficiency on the employability of business graduates from private universities in Vietnam. The aim of this study, therefore, was to explore the influence of English proficiency on the employability of business graduates from private universities in Vietnam who seek employment in foreign companies. To best understand the nature of this phenomenon, qualitative methods were employed to collect data via interviews, focus group discussions and document analysis. Participants included policy makers, private university business undergraduates, business graduates who had sought employment in foreign companies, as well as managers and human resources staff in these companies.
This study found that English proficiency strongly influences the success of business students who graduate from private universities in Vietnam and seek employment in foreign companies. Inconsistent internal triadic relationships between the university course materials, pedagogy and assessment procedures was also found to be an important influence on student success. Finally, the research highlights the external misalignment between student outcomes of English courses at private universities and the requirements of the foreign employers are. Based on the main findings, a number of recommendations have been suggested in relation to policies, universities, language teachers, and future research.
The findings from this study will contribute to understanding the role of English proficiency and its influence on the employability of business graduates from private universities in Vietnam. This information could be used to assist lecturers and other university stakeholders to assess whether English programs in private universities meet the needs of foreign employers and amend them where necessary. Understanding the level of English proficiency required by foreign employers and the methods used to assess graduates’ English proficiency will support private universities and their undergraduate business students to better prepare for future employability in foreign companies. This knowledge will also be valuable for all universities in Vietnam and other Asian countries with a similar culture and English education characteristics. In addition, the findings may inform policies on teaching and learning foreign languages in the Vietnamese national education system.
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Evans, Michelle J. "Writing in English as a foreign language within higher education in Vietnam : an investigation of the genres, writing processes and perceptions of ten Vietnamese students." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/103502/.
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Increasing numbers of Vietnamese students write in English as a foreign language for university and employment purposes. This research study explored the writing of ten higher education students in Hanoi and Ho Chi Minh City. In the first of its kind in Vietnam, the study establishes the types of writing or genres, in English, that participants had undertaken over their life course. Although participants reported a significant standardisation of genres at lower levels of education, they had been expected to produce a wider range of genres at either undergraduate or MA level, or for employment purposes. This included the need to write for research, science and business purposes. Participants were generally ill-prepared to take on these writing challenges. The findings indicate that a form of genre needs-analysis and genre pedagogy at undergraduate level could be implemented to support English language teachers and students to scaffold writing activities and to help prepare graduates for the type of writing expected of them within MA-level courses and employment. The participants valued assignments and writing that helped them to develop their thinking; they appreciated learning to write in a way that would be useful for employment and academic study and were motivated by gaining high scores and receiving positive feedback from teachers. Having the opportunity to write about familiar topics in a more creative way was also highly regarded. Participants felt they had experienced challenges when they first engaged in critical thinking, when they had to brainstorm for ideas and when they wrote introductions. During writing activities, participants positioned themselves and their arguments as Vietnamese citizens with a sense of pride and loyalty to their national identity. Participants were audience aware and used only material that would be deemed socially and politically correct within Vietnam. Many features of the sociocultural context played a role in the genres participants had written, the writing processes they engaged in and their perceptions of writing activities. The prevalence of English as a lingua franca and international research-writing conventions were evident. Traditional teaching approaches and grammar-based assessment and testing practices within Vietnam also featured significantly in participant’s experiences of writing in English. These structural forces, as well as other historical, cultural and political realities presented themselves more evidently than personal or idiographic in the writing experiences and writing processes of the participants.
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Ho, Thi Nhat. "An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/91545/1/Thi%20Nhat_Ho_Thesis.pdf.
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In response to limited research conducted on the practice of assessment for learning (AfL) in higher education and in Asian educational settings, this qualitative study, using sociocultural theories of learning and a multiple case study approach, investigates how AfL was implemented by three lecturers in one Vietnamese university. Findings revealed that the lecturers engaged with AfL principles and practices to some extent. However, despite the lecturers' significant efforts, Vietnamese sociocultural factors such as respect for harmony, hierarchy, and examination-oriented learning, impacted on their practice of AfL. This study therefore argues that AfL requires adaptation for it to be effective in the Vietnamese tertiary context.
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Hoang, Thi Ngoc Diem. "An exploration of virtual reality to facilitate authentic tasks in EFL learning in a Vietnamese tertiary setting." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2460.
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During the past decade, English language teaching has received more consideration in Vietnam than ever before evidenced by strategic funding by the government. However, the English competence of the Vietnamese population remains low due to the lack of an authentic learning environment inside and outside the classroom despite significant and ongoing national investment. A suggested solution to this issue is the synergy of Task-Based Language Teaching (TBLT) and virtual reality (VR) mobile technology to create an authentic language learning environment. The potential of technology to facilitate language learning is a recognised but underresearched area of language education in higher education in Vietnam. This study was conducted to fill this gap. Its main aim was to explore the affordances of VR-integrated tasks to create an authentic language learning environment for a group of English as a Foreign Language (EFL) students at a public university in Vietnam.
A mixed methods design was used to trial the VR technology and explore its affordances when used with TBLT. The research design included a mobile learning readiness survey (Phase 1), followed by a VR technology trial with classroom observations and individual interviews (Phase 2). The framework of authentic tasks in e-learning by Herrington et al. (2010) was used to guide the data interpretation. The survey showed that it was feasible to implement the VR technology trial and provided a snapshot of mobile learning readiness among university students (N = 505) and teachers (N = 31) in Vietnam. The interviews and observations with 24 students and one teacher showed that the use of the VR technology enhanced task authenticity and led to perceived improvements in their language learning. The findings also revealed that participants perceived improvements in their ICT skills, knowledge of the world and culture, learner autonomy, engagement, and motivation in learning via the combination of TBLT and VR.
The study provides some recommendations for policy and practice based on the key findings, clarifies its limitations, and offers implications for future research. The study findings strengthen the point that research on TBLT in synergy with technology should consider the affordances of VR technology in EFL learning. The study adds new insight into the affordances of immersive mobile technology in EFL learning which hopefully will pave the way for the integration of immersive mobile technology in foreign language education in Vietnam and other similar contexts.
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Le, Thi Thuy Chinh. "A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2488.
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Teacher identity has become a topic of considerable research interest for at least two decades. Realising that teachers are more than technicians instructing through evidence based methodologies, researchers have investigated the importance of identity as a critical factor in the making and performance of a teacher. The term ‘teacher’ in this research has covered a range of professionals from early-childhood practitioners to university lecturers. Among these, attention has also been paid to teachers’ subject specialisms and their educational and geographical contexts.
The research reported in this thesis focuses on a distinctive cohort: Vietnamese nationals who are teaching English as a Foreign Language (EFL) in that country’s rapidly developing universities. The burgeoning research literature examining the professional identity of higher education (HE) language teachers more generally acknowledges that teacher professional identity is a fundamental aspect in understanding how HE teachers adjust to a variety of simultaneously occurring challenges and changes, and the decisions that they make with regard to their professional career. As yet, there is a relative absence of studies examining the identity of HE teachers in Vietnam, and specifically, EFL teachers. This thesis reports on a study that examined how Vietnamese teachers of EFL constructed their professional identities in the rapidly changing HE context, situated within a highly globalised Vietnam. In response to global impacts on their economy, National Government policies have made English the most important foreign language, and virtually mandatory in university study, to the extent that it is now regarded as a passport to professional employment. At the same time, government policies have also determined that Vietnamese universities compete in the global higher education system. Both sets of forces have led to considerable changes to the professional lives and identities of Vietnamese HE teachers of EFL.
This project employed grounded theory (Strauss & Corbin, 1990) to investigate how Vietnamese HE Teachers of EFL constructed their identities in this current environment. A purposive, theoretical sample of 16 EFL lecturers were interviewed across four iterative cycles; specifically, participants were interviewed once in a group of four teachers. After each cycle of interviews, data were transcribed, and grounded theory coding processes conducted. Data analysis also involved constant comparison and constant interrogation. From open coding, thirteen categories emerged; these were refined into four main categories which were then classified into two major categories: (i) Vietnamese otherwise referred to as local and (ii) global. The core outcome of the current research was a grounded theory: that these teachers see themselves as conflicted, glocalised, Vietnamese higher education teachers of English as a Foreign Language.
The theory and related findings shed light on how Vietnamese HE teachers of EFL have constructed their identities in the current climate. As well as significance for lecturers in Vietnam, the outcomes have significance for lecturers in non-native English-speaking countries as they go about their role expectations and respond to demands within increasingly globalised university systems. There are implications for university leadership, and for educational policymakers in HE contexts as well, especially in developing countries seeking to integrate English as the language of their globalised economies and educational systems.
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Tran, Thi Duyen. "An exploratory study of the current assessment practices for improving the learning of English as a foreign language (EFL) in two Vietnamese universities." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84622/1/Thi%20Duyen_Tran_Thesis.pdf.
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This case study investigated EFL assessment practices at one public and one private university to explore the support of assessment for English language learning (ELL) within the Vietnamese sociocultural context. Findings demonstrated the potential of assessment to engage students in learning; enhance their understanding of the learning objectives; and facilitate their learning reflection. Findings also identified strong influences of contextual factors such as teachers' language assessment literacy, high-stakes testing and institutional administrative policies on the practices of assessment for ELL. This study contributes to research on Assessment for Learning and EFL education at tertiary level in Vietnam and other similar sociocultural contexts.
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Nguyen, Nga Ngoc. "An evaluation study of an English for academic purposes program in a Vietnamese university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2464.
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English for academic purposes (EAP) pathway programs have boomed in Vietnam following a dramatic increase in English-medium instruction (EMI) university programs. These EAP programs are the pathway, and also the prerequisite, for students who fail to gain direct entry into the EMI programs. However, questions have arisen as to how well such EAP programs prepare students for future EMI study.
This study evaluated an EAP program offered by one Vietnamese public university. It was one of the first EAP programs established in the country and had been adapted from an overseas curriculum package. However, alarming failure rates in the final examination have prompted a need to evaluate the program, which to date has not occurred.
Using Stufflebeam’s (2014) Context, Input, Process and Product (CIPP) model, this study evaluated how well the program met the needs of its students via different aspects of teaching content, teaching materials, assessments, teaching and learning processes, and outcomes. To achieve both depth and breadth in evaluation, a mixed-methods approach was adopted. Quantitative data were collected at the start and the end of the program from two student questionnaires. Qualitative data were collected from documents related to the program; interviews with key participants (students, teachers, administrators) in the EAP program and the subsequent EMI program (students, lecturers).
The study identified four key areas of students’ needs which the program met with varying levels of success. The program generally assisted students to develop their general English proficiency and academic study skills. However, the program failed to meet their requirements for academic English skills, which in turn compromised two other important needs: to pass all examinations, especially the final examination; and to be ready for the EMI program. The study found that the lack of a comprehensive, contextualised investigation of students’ needs and its use of the International English Language Testing System (IELTS) as a driver of the curriculum contributed to its partial failure to meet students’ learning needs.
This study makes several significant contributions to knowledge. First, it is the first attempt to evaluate an EAP program in Vietnam, drawing on Stufflebeam’s (2014) CIPP model. The results in the study showed that this model was clearly an effective evaluation framework, likely to be applicable to other L2 education programs. Second, by conducting a comprehensive evaluation, the study provides evidence that could contribute to the improvement of the EAP program itself and other similar programs in Vietnam. Third, the study extends local and international understandings of EAP education in Vietnam and provides valuable insights for EAP policy makers and practitioners in Vietnam, and those in similar contexts. The study highlights the importance of systematic and comprehensive program evaluation in ensuring quality language education in Vietnam, especially when adopting curriculum from very different educational contexts.
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Nguyen, Ngan T. "West Wind Blows: Voices of Vietnamese Teachers and Students of English– A Case Study of Nha Trang University." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304001658.
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Le, Lan Phuong. "Aligning specialist English language curriculum in higher education with development imperatives and workplace communication needs in Vietnam : a case study of the Vietnamese petroleum industry." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/103848/1/Lan%20Phuong_Le_Thesis.pdf.
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The research investigated the alignment between English language communication in multinational joint ventures in the petroleum industry in Vietnam and a university-based English for Specific Purposes (ESP) course for petroleum engineering students. The study identified the types of knowledge necessary for professional workplace communication and the extent to which these knowledge types are currently taught in the university course. The study found levels of misalignment between the two especially in the contextual knowledge needed by petroleum engineers to communicate competently and appropriately in the workplace. Contextually-appropriate communication requires knowledge of participants, the organisation and social norms of interaction. The findings will improve recognition of the features of successful workplace communication and contribute to innovations in ESP course design and teaching.
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Nguyen, Song Huyen Chau. "Impact of digital game-based learning to support students’ cognitive skills development for English language learning in Vietnam." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/206449/1/Song%20Huyen%20Chau_Nguyen_Thesis.pdf.
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This research examined how EFL students may enhance their EFL learning by developing cognitive skills through digital game-based learning in a Vietnamese higher education context. The research adopted a qualitative approach involving a cognitive task analysis approach with a pre- and post-test design. The findings indicated that the adoption of digital game-based learning in EFL learning might have had a positive impact on the participants’ cognitive skills development and learning outcomes. The findings of this study contribute to further understanding of the interrelationship between digital game-based learning and cognitive skills in enhancing teaching and learning in the EFL discipline.
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Mai, Thi Thuy Dung. "Promoting gender equality in education in Vietnamese high schools." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4485/.
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This research study examines the issue of gender equality in high schools in Vietnam through the lenses of Vietnamese educators and Vietnamese students and compares the situation in that country with measures taken in England to promote gender equality in education. The sample consisted of staff and students in Vietnam and staff in England. In order to achieve the required in-depth analysis of the social experience of students and educators the research approach employed was qualitative and the main research tools were semi-structured interviews. Data was analysed by the combination of grounded theory and narrative analysis. The main findings of the research were threefold: firstly, dichotomies exist between what Vietnamese educators espouse and what they enact in terms of gender equality, thus revealing a critical disjunction between policy and practice; secondly, embedded gender stereotypes of both educators and students exist in Vietnamese high schools which place women at a disadvantageous position; thirdly, the curriculum operant in Vietnamese high schools is problematic in that it fails to challenge gender stereotypes and reinforces traditional views of girls and women. In addition, the comparative element in the research reveals many similar beliefs about the theories of gender and education in Vietnam and England such as the acknowledgement of the role of education in promoting gender equality and a commitment by both government agencies and schools to guarantee gender equality between boys and girls. Nonetheless, many interesting differences between the two countries emerged in dealing with gender issues attributable to the different culture norms in the two nations. Recommendations include the suggestions that the Vietnamese government should undertake more significant steps to target gender inequalities by issuing further legislation regarding gender equality in both education and in the wider society in order to close the gap between policy and practice. The researcher also offers the recommendation to improve the training of Vietnamese school leaders and teachers in terms of gender equality, especially in relation to the learning activities provided in schools. In addition, the researcher suggests amending the Vietnamese curriculum in order that it should become more gender neutral. Finally, the researcher suggests that Initial Teacher Training (ITT) programmes in Vietnam should be developed further in order to give greater emphasis to gender issues in the curriculum and to encourage practical classroom strategies to address such issues in the educational environment.
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Tran, Minh Van. "The Schooling of Vietnamese-American High School Students in Oregon: Their Perspectives." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1314.
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Research on the education of Vietnamese-Americans is very limited, and mainstream media continue to project Vietnamese students either as high achievers or gang affiliated (Castro, 1983; Davis & McDaid, 1992). This kind of projection can mask the real issues that Vietnamese students are facing. Based on Cummins' (1979) Contextual Interaction Theory, this study examined the views of Vietnamese-American high school students in Oregon regarding their schooling under four major areas: Community Background Factors, Educational Input Factors, Instructional Treatment, and Student Input Factors. In particular, this study examined factors, within the above four areas, pertaining to the schooling of Vietnamese-American high school students such as parental concerns, peer relationships, language use in the classroom, ESL learning, subject areas, teacher support, first language usage, discipline issues, home/school communication, teacher knowledge about culture, extracurricular activity, drug/alcohol issues, gang affiliation, dropping out, student effort in learning, homework, career planning, and future concerns. A survey of 145 subjects was conducted in the Portland and surrounding high schools. The study was supplemented by two interviews of two unique students: a high-achiever and a high-risk case to illuminate the real life and school experiences they encountered in their schooling. The interviews added a holistic dimension to this study. The survey data were analyzed descriptively, statistically, and inferentially to provide answers for the research questions. The overall conclusion was Vietnamese-American high school students in this sample came from large families with strong family support and value for education. They brought with them a strong motivation for learning. They were committed to school work and put much effort in learning. They reported doing well in mathematics and science. They reported difficulties in English language comprehension, but only one third of them perceived ESL as a strong treatment. Very few were participating in extracurricular activities. Their relationships with American peers were poor. They perceived a good level of staff welcome and support but were not sure about the staffs understanding of their culture. These students showed a respect for school rules, but reported little school/home communication. Many worried about their future. Briefly, their perceptions regarding educational input factors and instructional programs were not as strong as community background factors and students' contributions.
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Nguyen, Ngoc-Diep Thi. "The process of bilingual tutoring and its relationship to the perceived needs of limited-English-proficient Vietnamese junior high school students /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672245901575.
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Nguyen, Dung Thi Thuy. "Vietnamese Teachers’ Perspectives Regarding Task-based Approach to Vocabulary Instruction in Secondary School English as a Foreign Language Classrooms." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3664.
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Task-Based Language Teaching (TBLT) is considered innovative in foreign language teaching. However, the body of research on TBLT employment in vocabulary instruction is still modest. This study explored teachers’ beliefs and practices regarding vocabulary instruction using TBLT. This study examined such application among Vietnamese high-school EFL teachers (N = 60) using a mixed methods research design. Data were collected using online questionnaires.
Data analysis showed that 53.6% of the participating teachers associated vocabulary instruction with TBLT. However, regardless of their years as instructors, they still found it challenging to implement TBLT vocabulary instruction due to numerous factors. In fact, 66.2% of the participating teachers acknowledged a variety of constraints in applying TBLT, among which, exam-oriented curricula were reported as the biggest impediment.
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Nguyen, Nga Thanh. "Learner autonomy in language learning : teachers' beliefs." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69937/1/THANH%20NGA_NGUYEN_Thesis.pdf.
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This case study research investigated the extent to which Vietnamese teachers understood the concept of learner autonomy and how their beliefs about this concept were applied in their teaching practices. Data were collected through two phases of the study and revealed that teachers generally lacked understanding about learner autonomy; there was an alignment between this lack of understanding and teachers' actual teaching practices regarding learner autonomy. The findings of this study will provide teachers and policy-makers new insights into learner autonomy against the backdrop of educational reforms in Vietnam.
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Tang, Thi Thuy, and 曾氏垂. "A STUDY ON QUALITY ASSURANCE SYSTEM IN VIETNAMESE HIGHER EDUCATION." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/36176343252703071521.
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碩士國立暨南國際大學
國際文教與比較教育學系
100
During the last decade, the number of universities in Vietnam increased dramatically that significantly expanded the higher education sector. How to keep and maintain their quality have become the highlights in Vietnamese higher education. In recent years, the government has tried to establish a quality assurance system which includes external quality assurance (EQA) and internal quality assurance (IQA) with a key goal to promote the higher education institutions to certain level. The major purpose of this study is to explore thequality assurance system in Vietnamese higher educationincluding its development, mechanism, process, effectiveness, problems, and potential solution. Qualitative research method was employed. A case study for IQA was conducted to see how the system worked at practice. The case was a university located in the south of Vietnam and 13 participants was invited - ten lecturers and three administrators. In addition, the documentanalysis was utilized and official documents, books and journals related to quality assurance and accreditation of Vietnamese higher educationwere integrated to support the findings. The results showed that the current system of quality assurance in higher education faces the challenges of deficientdesign of the mechanism, lack of the resources (including both manpower and funding) for QA, and shortage of sufficientinformation system of QA. For IQA in the case study, the problems come fromself-evaluation activities at both institutional and program levels. The IQA strategies, like student feedback and peer review were inadequate in implementation. Base on the findings, the study provided recommendations to HEIs aboutcompleting the IQA system with improved activities. As for MOET, the suggestions were to establishthe independent agencies and completelegal regulations for quality assurance and accreditation to enhance the quality of higher education in Vietnam.
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Pham, Thi Mau Ly, and 範氏母離. "Student Engagement, Student Gains, and Student Satisfaction in Vietnamese Higher Education." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4t3ae7.
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博士國立暨南國際大學
教育政策與行政學系
106
Vietnamese higher education has developed rapidly over the years, meeting the needs of national renewal and development as well as the learning needs of the people. However, university degree in Vietnam is increasingly devalued and university experience is a pressing issue requiring investigation. This study examines Vietnamese university student engagement, gains, and satisfaction based on National Survey of Student Engagement (NSSE). The sample was 1,236 students from four public universities and two private universities in Ho Chi Minh City, Vietnam. The results reveal that Vietnamese university students in general have a high level of student engagement and student satisfaction with their university experiences. For student gains, while “personal and social development” showed no significant effect, “general education and practical competence” demonstrates benefits for student satisfaction of both male and female as well as the freshmen, but not senior. With NSSE, this study provides an opportunity to compare Vietnamese university students’ experiences with those of their peers’ around the globe. The results also serve as valuable references for higher education policy makers and practitioners in Vietnam
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Be, Thi Tuyet. "Developing Students’ Employability in Internationalised Curriculum Programs in Vietnamese Higher Education." Thesis, 2020. https://vuir.vu.edu.au/42243/.
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With the increasing trend towards internationalisation of curriculum (IoC) in higher education, questions about quality and outcomes of students’ future employment are under-researched in Vietnam. This study contributed to the scarce information on understanding employability skills and how these skills are developed in IoC programs in Vietnam.
Designed as quantitative and qualitative mixed methods, this research employed two methods of data collection: a questionnaire and semi-structured interviews with three stakeholder groups. A total of 375 final year students in their final year in four public universities participated in the survey. Twenty-six interviews were conducted with students, graduates and employers of IoC employees. The study engaged with the dimensions of employability skills adopted from Assessment and Teaching of 21st Century Skills (ATC21S) combined with the Knowledge, Skills, Attitudes, Values and Ethics (KSAVE) model of Binkley et al. (2012).
The findings of this research identify variability in the employability skills IoC programs are developing for their business students. The results show that IoC programs could help students develop ways of thinking and working, equip them with tools for working, enrich cultural understanding, enhance career identity and improve personal attributes but that there is no one systematic approach. This research highlights strategies to enhance students’ skills development, which may provide some guidance for IoC educational providers, academic staff and IoC students. My research also indicates several problems related to IoC programs reported by the above mentioned stakeholders. These require reviewing and resolving where possible. Finally, my research proposed a practical employability skills framework, developed and validated from a Western model, to suit the context of IoC program institutions in Vietnam.
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Tri, Hoang Dang. "English-medium instruction in Vietnamese higher education: ideologies, management, and practices." Thesis, 2020. http://hdl.handle.net/1959.13/1427161.
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Research Doctorate - Doctor of Philosophy (PhD)The past few decades have witnessed exponential growth in English-medium instruction (EMI) programmes at the tertiary level where English is used as a vehicle for content subject matter teaching and learning across the globe. Despite the strong interest in EMI implementation and delivery and the growing body of related research, there remain quite substantial gaps in our understanding of what an effective EMI programme is and how it is best implemented. There is indeed little research evidence concerning EMI implementation as well as the factors affecting its effectiveness from a language planning and policy (LPP) perspective. This research study sought to fill this gap by conducting a comprehensive examination of EMI implementation in the tertiary sector in Vietnam and on that basis to propose guiding principles which can improve the effectiveness of EMI implementation and delivery in this country (and more broadly). To that end, the study was based on Spolsky’s (2004, 2009) language policy framework and Ricento and Hornberger’s (1996) LPP model to investigate EMI ideology/beliefs, management, and practices among relevant stakeholders, including university administrators, content lecturers, and students at the national, institutional, and interpersonal levels. Delving into these multilayered dimensions of EMI enabled the researcher to gain a thorough understanding of the strengths and weaknesses of EMI implementation and delivery in Vietnam and to make recommendations for their improvement in the future. The study addressed four key research questions: 1. What ideological beliefs are embedded in EMI implementation and delivery at the national, institutional, and interpersonal levels? 2. How are policy mechanisms nationally and institutionally enacted to manage currently delivered EMI courses or programmes in the Vietnamese tertiary education context? 3. What are the current EMI practices as they are actually conducted in the classroom setting? 4. What are various stakeholders’ perceptions of effective EMI practices? To answer these research questions, the study employed a convergent parallel mixed methods research design for quantitative and qualitative data collection with a total of 412 participants (30 university administrators, 96 content lecturers, and 286 students) from ten universities in Vietnam. A variety of data sources were collected to uncover multilayered EMI implementation in Vietnamese higher education (HE). Specifically, the national level involved national policies and/or directives. The institutional level entailed university-level documentation and university administrators’ (Faculty/Department Deans/Heads) questionnaires and interviews, and the interpersonal level involved content lecturers and students’ questionnaires, interviews, and observations in the classroom setting. The overall findings revealed intricate and dynamic relationships of language ideology, language management, and language practices manifested in each of the levels or layers, affecting the formation of EMI policy in Vietnam. Ideological beliefs converging at the three levels embraced EMI as being nationally, institutionally, and personally beneficial. Such ideological values deeply ingrained in EMI shaped the adoption of EMI and led to the formulation of policy efforts to regulate and manage EMI practices. One unexpected consequence of the wide-ranging adoption of EMI was the emergence of a divide between EMI and Vietnamese-taught programmes, with the former being superior to the latter, inevitably engendering educational inequity as a result. The findings indicated that EMI implementation was not always a smooth process. Rather, EMI processes were complicated by tensions or contradictions between EMI implementation directives, as stipulated in management policies, and actual implementation practices within and between the levels/layers. It was pointed out that inconsistencies in practice resulted from policies enacted at the national level without adequately addressing or considering issues facing universities, content lecturers, and students at the institutional and interpersonal levels. Drawing on the research findings, the study has formulated a set of guiding principles designed to improve EMI implementation and delivery; these principles have specifically been conceived for the needs of the university sector in Vietnam, but they could also be used as a reference framework for other contexts. More generally, this study’s data and findings provide a valuable contribution to a growing body of research on EMI implementation as a dynamic and complex network of different agents/actors who clearly have a stake in EMI – from the national/macro to the interpersonal/micro-level.
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Ngo, Van Giang. "Towards an effective integration of ICT in an EFL setting in a Vietnamese higher education context." Thesis, 2016. http://hdl.handle.net/2440/103499.
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This thesis explores English as a Foreign Language (EFL) university teacher experiences and practices of integrating Information and Communication Technology (ICT) in their teaching in a public higher education institution in Vietnam. The ultimate goal is to identify what makes their ICT integration effective and flexible enough to meet the needs and expectations of students and teachers in this context. To this end, a theoretical framework and methodology based on a critical realist ontology and focussed ethnography were adopted. The critical realist theoretical framework combines Bhaskar’s (1978) domains of reality (the real, the actual and the empirical) with Archer’s (1995) social domains (structure, culture and agency) in order to identify the underlying mechanisms driving EFL teacher’s experiences and practices in ICT integration as well as inhibiting and enabling factors influencing this integration. The focussed ethnography combines four methods of data collection (critical discourse analysis of policy texts, questionnaires, observations, and interviews) in order to obtain a complete picture of the phenomenon within its cultural context. Eleven policy texts were selected at international, national and institutional levels to examine what potentially, directly and indirectly shaped and influenced the teachers’ ICT integration practices and experiences. One hundred and thirteen (n=113) teachers from a cohort consisting of five departments and centres within the institution answered the questionnaires which yielded teachers’ self-reported ICT practices, and what encouraged and/or prevented them from integrating ICT into their teaching. Six EFL classroom teachers were observed to examine how they actually used or integrated ICT in their teaching and whether their concerns and the national and institutional concerns impacted on their actual practices. Thirty five teachers took part in one-on-one interviews (some before and some after the observations) providing further insights into inhibiting and enabling factors. This study shows that the drivers for an effective and flexible integration of ICT in a Vietnamese EFL university setting depend on how responsive, adaptive and timely teachers are to meet student needs and expectations. The most influential factors enabling individual teacher’s movement from potential effective and flexible integration of ICT to actual effective practices are their teaching passion, a thirst for further ICT training opportunities and networking opportunities. However, this study shows that it is not enough for leadership to provide a strong policy vision, it is also necessary to provide practical support for staff and tangible rewards to facilitate ICT integration. It is also necessary to communicate specific guidelines on how the vision and an appropriate pedagogy can be realised within the local constraints in order to ensure effective and flexible integration in the Vietnamese higher education context. Like the staff, institutions need to be responsive, adaptive and timely to staff needs in order to ensure they can meet student and government demands and expectations. This study makes two major contributions to the field of ICT in higher education and English Language Teaching (ELT). First, it opens up new approaches in the use of focussed ethnography in conducting an ICT-related research in the Vietnamese context. It also proposes the Responsive-Adaptive-Timely (RAT) model that can be used to facilitate an effective integration of ICT in ELT in this and similar contexts. The use of this model can potentially move educators, leaders and EFL teachers from a focus on merely using ICT and devices to being more aware of their own practices and the professional development required to unleash teachers’ effective and flexible integration of ICT.Thesis (D.Ed.) -- University of Adelaide, School of Education, 2016.
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Hong, Bach Thi, and 白氏紅. "The Factor Affecting Vietnamese Students’ Decision inSelecting Taiwan for Their Higher Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/10092712771217266844.
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碩士國立高雄應用科技大學
資通產品研發與生產碩士外國學生專班
101
This thesis attempts to identify the main factors of affecting Vietnamese students’ decision in selecting Taiwan for their higher education. In this thesis, with a study on literature review and the conducting of survey with Vietnamese students, five factors have been identified. Totally 180 pieces of questionnaires were delivered to Vietnamese students who living and studying in three university in Taiwan, including National Kaohsiung University of Applied Science (KUAS), Chaoyang University of Technology (CYUT), and National Cheng Kung University (NCKU). This essay uses SPSS software to analyze the collected data. Three main analysis methods are used in this study, including exploratory analysis, reliability analysis, and regression analysis. Then, the analytic process was employed to evaluate the level of importance of each factor. The study found that scholarships, programs study, level of economic development of host country, easy entry requirements, facilities for physical exercise, parents influence decisions, opportunities for part-time jobs (FAC1), places, high academic reputation, recommendations, transport system, services, accommodation, and teachers (FAC2) and relationship between two countries, major, living environment (FAC3) are the most important factors which influences overall Vietnamese students' decision in selecting Taiwan for their higher education. In addition, this thesis also shows satisfaction level on each factor of Vietnamese students. Several strengths and weaknesses of the current Taiwan universities as well as the reasons that make the Vietnamese students unsatisfied are clearly pointed out. Some feasible solutions are also suggested in order to help Taiwan universities improve their policies in attracting Vietnamese students to come to Taiwan for their higher education. Therefore, this thesis is a good reference source for a variety of Taiwan education centers, institutions and universities
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Nguyen, Anh-Tuan, and 阮英俊. "Innovation Search Map and Service Dominant Logic: An Application to Vietnamese Higher Education." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/36266170828952315618.
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碩士元智大學
國際企業學系
98
Innovation in education is not merely put education out of the past but more importantly to make it meet the demands of the future. The purpose of this thesis is to find out the challenges of Vietnamese higher education in innovation perspective. This thesis reviews existing literature on innovation search map and service-dominant logic and co-creation. By applying these theories, suggestion for solving the challenges of Vietnamese higher education is mentioned. The findings indicate that Vietnamese higher education has challenge about quality of training and it does not meet with social requirement and teaching methods is passive and monologue. Furthermore, the documents also indicate other issues in higher education that (1) lectures shortage; (2) out of date of programs of higher education and facilities; and (3) inefficient management of education.
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Le, Thi Thuy Nhung. "Exploring students' experiences of English medium instruction in Vietnamese universities." Thesis, 2017. http://hdl.handle.net/1959.13/1335817.
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Research Doctorate - Doctor of Philosophy (PhD)English medium instruction (EMI) has gathered momentum in higher education in non-dominant English speaking countries in Asia and Europe. Proponents of EMI argue that it produces graduates who are proficient not only in a discipline area but also in English. To date, little is known about how EMI has been adopted in Vietnamese universities. What are the perceptions of Vietnamese students enrolled in EMI programs and the lecturers who teach them? What do they see as the strengths of EMI? What do they see as its weaknesses? This study investigates the experiences reported by students enrolled in EMI courses and programs in Business and Management studies at the university level in Vietnam. The study used a mixed method approach to data collection, consisting of a quantitative survey to 1,415 students, on-site focus group interviews with nine groups of students, and in-depth interviews with 22 lecturers involved in EMI courses and programs at two public universities and two private universities in Vietnam. The analysis of the data showed that both students and lecturers held positive attitudes towards EMI. Students and lecturers thought that an EMI program of study would result in desirable and well-paying jobs for graduates. Differences in reported experiences emerged between students at the two public universities and students at the two private universities. The public universities attracted students who did well in high school subjects (including English) and in university admission tests. They generally had more resources for running high quality EMI programs, including lecturing staff with high levels of English proficiency. The private universities attracted students who did less well in high school subjects (including English) and in university admission tests. They generally had fewer resources to run their EMI programs. Students who reported that they struggled in EMI courses and programs indicated that their English was not sufficient to understand in lectures, to read in English, and to write in English. In addition to these language problems, students reported that they lacked the academic skills to complete the assessment tasks in EMI courses. However, for most of these students, their confidence did rise as they progressed through their programs. Some lecturers reported difficulties in conducting EMI classes. They lacked confidence in their oral English skills, they lacked the pedagogical skills appropriate for EMI teaching, they had limited experience teaching at the university level, and they lacked the resources to improve their EMI delivery. For some students and lecturers in the current study, the reality of EMI programs in universities in Vietnam fell short of their expectations. The current study provides a set of recommendations (for students, lecturing staff, and university administrators) whose implementation should improve the experience of students and lecturers in EMI programs in universities in Vietnam. The current study offers a large and robust set of data about the experiences of students and lecturers in EMI programs in public and private universities in Vietnam. The study should be of use to policy makers and practitioners who are planning expansion of EMI programs in Vietnam.
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Truong, Hoa T. "Vietnamese young women from the third wave of immigration: Their struggle for higher education." 2001. https://scholarworks.umass.edu/dissertations/AAI3027265.
Full textAbstract:
Throughout American history, people have come to the United States to escape intolerable conditions elsewhere and to seek a better life. After the collapse of the South Vietnamese government, hundreds of thousands of persons fled to Thailand, Malaysia, Singapore, the Philippines, and Indonesia. Eventually, by the late 1980's and early 1990's most of them made their way to the United States (U.S. Department of State). There were three waves of Vietnamese immigration. The third wave, coming after 1982, was the most complicated as it included different types of refugees. A significant number of studies focus on the challenges of Vietnamese refugees in adapting to a new society. However, research on Vietnamese women is still very limited. The purpose of this study was to explore the educational experiences and life stories of sixteen Vietnamese young women who came to Welltown, Massachusetts during the third wave of immigration, and who were successful in pursuing higher education. The study looked for factors that influenced their academic achievements and the construction of their self-identities. The methodology used to collect the data was in-depth interviewing. The first interview concentrated on the participants' life experiences in Viet Nam until the day they came to the United States, and the challenges they faced to achieve academically. The second interview provided details and stories of their current living experiences. The last interview focused on the meaning of their experiences as Vietnamese female refugees in American society. Informal conversations with parents and teachers, a survey on parents' attitude on second language learning, and classroom observations were included as a means of triangulation to confirm and expand my interpretations based on the interviews' data. There were three main conclusions of this study: (1) according to their own accounts, all women saw education and the learning of English as important to their success. They also saw family playing an important role in their lives, (2) as a group, they made diverse career choices based on language proficiency in English not on their ability, and (3) each group faced particular challenges and based on their refugee experiences, other issues that affected their identity construction were discrimination inside Vietnamese community and at the workplace in the dominant culture, inappropriate curriculum and assessment in their schooling, and lack of career orientation. Implications of the findings of this study provide researchers and educators possible direction for supporting environment for female Vietnamese refugees in a multicultural society.
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Minh, Duong, and 陽明心. "A Study on the Product Strategy for Internationalization of Taiwan Higher Education towards Vietnamese Market." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/uw3b6x.
Full textAbstract:
碩士國立中山大學
企業管理學系研究所
96
This study drew light on educational product constituents, discussed students’ needs in higher education and attempted to find out the connection between Taiwan’s educational supply and Vietnamese demands in terms of products in education. The final purpose of this research is to contribute to Taiwan’s foreign student recruitment strategy in the midst of globalization. A questionnaire survey was conducted on Vietnamese students (experienced and inexperienced) who are the most dominant group of foreign students in Taiwan. The study produced four major findings: 1. The common core need of Vietnamese students in the pursuit of overseas higher education was to gain foreign degree for a better career prospects. 2. Fourteen factors were ranked in importance in which Availability of appropriate faculty, Quality of lecturers, Quality of teaching methods, Recognition of the qualifications in Vietnam, Curriculum, Cost of living, Tuition fee, Quality of academic facilities and Financial aids were on top of the list, followed by Cost of transportation between Taiwan and Vietnam, Required language for study medium, Quality of students, Campus environment and Religious facilities. 3. Among the fourteen factors above, only three of them were assessed as strongly satisfactory by experienced students (students who have experienced Taiwan higher education). They were Quality of academic facilities, Quality of lecturers and Campus environment. Seven of them were rated between satisfactory and neutral: Required language for study medium, Quality of teaching methods, Availability of appropriate faculty, Curriculum, Cost of living, Financial aids and Tuition fee. The remaining four factors which were Recognition of the qualifications in Vietnam, Quality of students, Religious facilities and Cost of transportation between Taiwan and Vietnam, were evaluated to be between neutral and dissatisfactory. 4. Students who were using Chinese as language medium in Taiwan were found to be more satisfied than those using English as the medium.
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PHAM, THUY LINH, and PHAM THUY LINH. "Using silence as a learning strategy in Vietnamese EFL higher education from a student perspective." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/gat42w.
Full textAbstract:
碩士文藻外語大學
英國語文系碩士班
106
Silent situations occur frequently in many EFL (English as a foreign language) classrooms in Vietnamese higher education. Most of researchers and teachers viewed such silences as a negative behavior because they appear to show a lack of cognitive engagement and active participation in the lessons. However, it is argued that students can benefit from these silent episodes because in spite of silence they can nevertheless be engaged in learning. This study explores the use of silence as a deliberate or a conscious learning strategy by Vietnamese undergraduate students and goes into some details about the different types of silences and how each one is exploited by the students depending on various factors including their particular personalities. The research primarily focuses on what students' think about instances of “their own” silent behaviors inside the classroom and the ways they use silence to enhance their learning of English. In addition, the study also aims at understanding the correlation between students’ silent behavior and their final tests scores. Instances of silent behaviors by the students were analyzed using Bruneau’s (1973) theoretical framework. The data were collected via silence self-assessment survey, observations and individual interviews with the ten participants. Qualitative methods were used for data analysis. The findings revealed that the participants often used silence as a learning strategy and the students who participated in this study considered silence as both good and bad behaviors depending on the ways silence was used. For example, silence as a learning strategy to listen, concentrate in order to think, and to control extreme feelings and emotions. The least use of silence as learning strategy was ‘exerting control and drawing inferences’. Lastly, it appears that there is no necessary correlation between the students’ scores in English tests and their silent behaviors in the classroom. Hopefully this research will contribute to the theoretical underpinnings and improved methodology to deal with students’ silent behavior in the classroom. This study also suggests pedagogical implications for English language teachers in Vietnam. The limitations of this study and suggestions for future research are also identified.
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Vu, Phuong Anh. "The construction and reconstruction of Vietnamese national culture: a study of higher education policy under Doi Moi." Thesis, 2018. http://hdl.handle.net/1959.13/1389054.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)In 1986, the Vietnamese government embarked on an extensive national reform initiative, known as Doi Moi (Renovation). The reform centred on opening the national economy to global market forces. Higher education policy was a key instrument for social policy reforms that accompanied Doi Moi. Over more than 30 years, the Vietnamese government carried out wide-ranging reforms in the provision, funding, and content of higher education. In keeping with the historical functions of mass modern education, the Doi Moi reforms continued to serve both economic and social functions for the Communist state. Universities were called upon to produce skilled workers who could compete in the global economy. Higher education was also positioned as a key site for protection and promotion of a uniquely Vietnamese blend of Confucian and socialist values, presented as traditional national culture. This thesis explores changes and continuities in higher education policy between 1986 and 2012 with a focus on the ways in which university education was used to both advance the goals of Doi Moi as well as reconcile the tensions and contradictions engendered by this national reform. Four crosscutting themes emerged through the analysis of three key national education laws, and associated materials, in relation to the expansion and funding of higher education through privatisation initiatives; the central role of languages and ideological education in university curriculum and state-mandated roles and responsibilities for university students and educators.
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Wu, Hsing-chen, and 吳幸真. "Examining the Learning Experiences of Vietnamese Marriage Immigrant Women in Taiwanese Higher Education based on the Sociocultural Approach." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/98353490761806024361.
Full textAbstract:
碩士國立屏東科技大學
技職教育研究所
101
This study aims to investigate the learning experiences of the Vietnamese immigrant women in Taiwanese higher education based on the sociocultural approach to adult learning. The study utilized life-story interviews with 4 Vietnamese marriage immigrant women who had graduated from or had been studying in undergraduate or graduate programs. Data were analyzed by the thematic method. The findings are as follows: 1.With Taiwanese families’ supports and encouragement, these immigrant women pursued Taiwanese higher education in order to fulfill their parental expectation and the personal desire for learning , to combat Taiwanese discrimination, and to obtain employment of better salary. 2.In the learning process, the immigrant women tried their best to adapt to the learning cultures and interrelationship in class; furthermore, they put a lot of efforts to review after class. These women continuously negotiated their cultural identity. Initially, they were silent learners and then they tried their best to improve their Vietnamese cultural visibility in class. These women played the roles of mothers and learners, which them. Additionally, their work, their family, and the Vietnamese community had great impacts on the women’s learning. These women insisted on completing learning although they faced a lot of difficulties. 3. After receiving the Taiwanese higher education for a period of time, these immigrant women obtained the positive feelings of self-worth, better qualify of family life, and economic independence. Meanwhile, they became the role models of their immigrant community. Additionally, these immigrant women identified more with their homeland and host country cultures. 4. The early learning experience and the homeland cultures as well as the life experiences in Taiwan affected the learning of higher education among these immigrant women. Finally, some recommendations are presented for the future studies.
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Tran, Ha Thi Ngoc. "English language learner autonomy in the Vietnamese higher education context: enabling factors and barriers arising from assessment practice." Thesis, 2019. http://hdl.handle.net/2440/123107.
Full textAbstract:
Learner autonomy has gained particular attention in Vietnamese higher education since a major education reform launched in 2005. Although a number of studies have been conducted to investigate the concept in the Vietnamese higher education context, most of them have focused on exploring teachers’ and students’ perceptions and beliefs around the concept of autonomy (T. V. Nguyen, 2011; Dang, 2012; Humphreys & Wyatt, 2013; T. N. Nguyen, 2014), and on the possibility of promoting it in Vietnamese universities (Trinh, 2005; L. T. C. Nguyen, 2009; Q. X. Le, 2013; Phan, 2015). There appear to be no studies on the demonstration of learner autonomy and the potential factors, including factors relating to assessment practice, that support or inhibit its demonstration in the Vietnamese higher education context. Building on a social constructivist paradigm and sociocultural theories of learning, this qualitative case study aims to investigate the demonstration of learner autonomy in the context of assessment in English as a foreign language (EFL) classes in a university in Vietnam, and the (potential) factors in assessment that facilitate or constrain the demonstration of learner autonomy in that context. The data were collected through participant observation of teachers’ and students’ practices in three EFL classes at the university during a complete semester, one-on-one semi-structured interviews with three teachers and sixteen students, and post-observation interviews with the three teachers and their students. Additional data which characterised the context of the study were gathered and included documents at the researched university relating to higher education policies, assessment policies, English teaching and learning policies, EFL curriculum and syllabus, test samples, and English teaching textbooks. The study found that students generally demonstrated a low level of autonomy in the classroom despite their positive attitude towards the concept and their awareness of its role in English learning. Primary contributing factors included negative washback of current assessment systems on teaching and learning practices, prescribed assessment practices in the class, teachers’ and learners’ limited and divergent understanding about the concept of learner autonomy, and their limited understanding about the role of assessment in learning in general and in learner autonomy promotion and development in particular. The study also found that students who stated that English was relevant to their personal needs were generally more autonomous outside of the classroom than inside it. Findings from this study support the view that learner autonomy reflects the relationship between learners and the learning environment, and is an emergent product of the interaction between learners and contextual factors including their teacher, their peers, the learning task, class rules and values, and university values and regulations. The study’s findings are significant, as they highlight the social dimension of learner autonomy and the importance of facilitating favourable conditions for teachers to provide learner autonomy and for learners to manifest it. The study also highlights the need to reconsider assessment practices to promote learner autonomy.Thesis (Ph.D.) -- University of Adelaide, School of Education, 2019
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Nguyen, Hang Thu Le. "Quality assurance in higher education in Vietnam: A case-study." Thesis, 2016. https://vuir.vu.edu.au/33258/.
Full textAbstract:
This research is inspired by the recent adoption of formal quality assurance in higher education in Vietnam. The main aim of the study is to explore the quality assurance systems and mechanisms in Vietnamese higher education, through a case study of a higher education institution with six member universities, each with different disciplines and characteristics. The research uses primarily qualitative research methods.
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CHU, CHEN-YUNG, and 朱鎮雍. "The Practice of University-Industry Collaboration in Vietnamese Higher Education – A Case Study of Universities in Ho Chi Minh City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3fa8ft.
Full textAbstract:
碩士國立暨南國際大學
東南亞學系
106
University-Industry Collaboration (UIC) is still a subject worthy of further promotion in Vietnam. Although UIC has been widely implemented in many Vietnamese universities and also been recognized by officials and academia, the collaboration strategy, mode and relationship between university and industry are still needed to be researched. Given that almost all advanced countries have different models of UIC, researcher tries to understand how UIC be practiced in Vietnam, and researcher sets Ho Chi Minh City as the target to research and discuss. Finally, through some examples, reseacher analyses the implementation of Vietnam's UIC and offers some suggestions. It is found some factors such as Vietnam’s UIC policy, the quality and ability of universities, connection between universities and foreign or domestic industries in Vietnam, and the attitude of industry with UIC, all of these are important factors that affect students in process of UIC.
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Davis, Kay Mathews. "Language and learning : a case study of a Vietnamese unaccompanied minor in a post secondary setting." Thesis, 1995. http://hdl.handle.net/1957/34590.
Full textAbstract:
This study was an ethnographic case study of a
Vietnamese unaccompanied minor in a post secondary setting.
There were two guiding questions for the study: (1) How
does the subject perceive language as it relates to
educational experience? (2) What kinds of observable
personality, cognitive, or affective factors have
contributed to his language and educational experience, and
in what way have they contributed?
The subject for this study was selected because he had
declared himself an unaccompanied minor and immigrated to
the United States as a young adult. He was an ESL student
who graduated from an American high school within two years
of arrival. He was deemed successful by the academic
community based on hours of completed course work and grade
point average. The subject was extremely motivated to
receive a four year degree, but was hampered by college
requirements in classes which required high levels of
English proficiency and competence.
The theoretical base for this research was
phenomenology. The subject, purposefully selected, was
observed for six months in three different classroom
settings: philosophy, physics, and English composition.
Validity/replicability was obtained through triangulation
of personal interviews and written questionnaires,
interviews with faculty and other college personnel, and
examination of artifacts such as school records, diaries,
and journals. With the exception of school records,
portions of artifacts are included in this thesis.
The subject exhibited unusual abilities to comprehend
complex written and oral material, relate information
across disciplines, and adapt to instructional requirements
and methodologies. Based on the results of this case
study, three hypotheses were generated:
1) Listening skills and memory/recall, or auditory
memory, appear to be essential to the subject's
academic success.
2) General information about learning styles and
strategies may be less useful than specific
strategy application in academic situations for
this subject.
3) Explicit, structured writing instruction may be
more useful than process writing for this subject.Graduation date: 1996
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Tran, Thi Hoai Thu. "Policy and practices in English as a Medium of Instruction in Vietnamese tertiary EFL contexts." Thesis, 2020. http://hdl.handle.net/1959.13/1421381.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)English as a Medium of Instruction (EMI) has become a global phenomenon in higher education in non-native English-speaking countries. However, the successful implementation of EMI often depends on the degree of alignment between this approach to language instruction, the educational expectations and the infrastructure of local contexts: EMI may be welcomed, or it may be rejected or adapted to local socio-political and cultural contexts. Although EMI has been deployed in some selected Vietnamese universities since the 1990s, there is little research on its implementation. This study was conducted to seek an understanding of policy and practices in EMI in Vietnam through explanatory sequential mixed methods research, including policy document analysis, surveys and interviews. Nine current national policy documents were analysed to find out the extent to which issues regarding the implementation of EMI have been addressed in policy documents. Surveys of 360 students and 30 content lecturers, interviews with 12 content lecturers, and focus groups with 30 students at 6 selected Vietnamese universities helped to investigate local practices and perceptions. The findings of the policy analysis indicated that foreign language teaching (FLT) is a major focus of the Vietnamese government’s educational reform, and that EMI is considered as a way to achieve both its educational and non-educational goals in the global age. EMI is encouraged, but not compulsory, in some selected Higher Education Institutions who meet the government requirements for EMI programs. However, explicit discussions of issues regarding the implementation of EMI in the context of Vietnamese higher education are notably absent from policy documents. The present investigation of student and lecturer perceptions revealed mostly positive attitudes towards EMI. Both lecturers and students suggested that EMI would bring students great opportunities for both accessing current scientific knowledge and future employment, with positive impacts on students’ language proficiency, especially students’ reading skills, listening skills and knowledge of technical terms. Lecturers and students reported that EMI provided varied challenges for Vietnamese higher education. Lecturers were apparently most challenged by students’ lack of English language proficiency, whereas students indicated that they felt most pressured by final exams in which they had to perform their content-area knowledge in English. Students acknowledged their own lack of English language ability, recognising difficulties arising from the unavailability of textbooks, dense curriculum, time allocation and lecturers’ teaching methods. Lecturers identified the extra workload created by EMI as a chief obstacle in EMI courses. The findings of my study provide insight into the range of learning and teaching strategies that lecturers and students apply within their EMI courses and practical suggestions for improving EMI instruction. Overall, lecturers and students were positive about the adoption of EMI in Vietnamese tertiary EFL contexts, notwithstanding the challenges they faced. However, the strategic implementation of EMI in Vietnam seems to require adjustments at all levels of institutional and government policy to ensure that the voices of practitioners and students are heard. The findings of this study provide relevant insights for policymakers, higher education institutions, lecturers, and students of EMI programs in Vietnam and other countries.
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Hoang, Thi Thu Thuy. "The enablers and barriers to professional development for in-service teachers of English as a Foreign Language (EFL) in the Vietnamese higher education context." Thesis, 2020. http://hdl.handle.net/2440/126628.
Full textAbstract:
Teacher professional development (PD) has become increasingly important for teachers of English as a foreign language (EFL) in Vietnamese higher education. This is due to the implementation from 2008 of Language Project 2020, aiming to help students use a foreign language independently after graduation. Project 2020 views PD as essential to improve the quality of foreign language teaching. Since 2008, language teacher PD has received considerable attention from Vietnamese policymakers and language teachers including those in HE. However, factors influencing their participation, remain under-investigated. This qualitative case study has two primary objectives: to understand the current situation of PD for Vietnamese tertiary EFL teacher PD and to identify factors enabling and hindering their engagement in PD. Data sources are national and institutional documents, survey questionnaires for EFL teachers at a Vietnamese university (n=133), focus groups with EFL teachers (n = 35), and individual interviews with managers (n=4) at the same university. Cultural historical activity theory (CHAT) is used as an analytical framework to categorise factors impacting engagement in PD, while self-determination theory (SDT) is used as a tool to assist in the explanation of how those factors motivate or hinder teachers’ engagement. The findings reveal that all stakeholders―policy makers, managers and EFL teachers―acknowledge the significance of PD processes in improving foreign language teachers’ professional knowledge and skill, and the quality of their teaching. PD is seen as a political, cultural and educational phenomenon, with Language Project 2020 as a catalyst to significantly foster managers’ and EFL teachers’ awareness of the necessity for PD. Teachers’ engagement in PD activities is shown to be motivated by: the desire to become better teachers, career satisfaction, and Project 2020’s requirements for educational reform. Highlighted PD activities are those supporting teachers to learn and share their experience in groups, such as workshops, training programs, teacher study groups, teaching festivals, and informal sharing and collaborating with colleagues. It is apparent that the range of PD activities for EFL teachers in Vietnamese higher education is considerably influenced by the Vietnamese top-down leadership style and collectivist culture. All stakeholders consider the most enabling factors for PD as financial support; compulsory attendance; regulations for teacher evaluation and contract renewal; teachers’ personal motivation; and recognition and appreciation from colleagues, managers and students. Prominent inhibitors perceived by managers are inadequate financial support, and teacher-related factors (beliefs, poor awareness of PD, poor expertise, limited access to PD information or age hindrance), whereas the biggest deterrents perceived by EFL teachers are structural factors (work overload, inadequate financial support, and late issue of regulations). There are also differences between teachers’ goals in pursuing PD and managers’ intentions in planning for it. These findings highlight the significance of contextual factors in understanding teachers’ engagement in PD and the importance of addressing tensions between manager and teacher objectives and conflict between factors impacting teacher engagement in PD―notably between regulations for PD and teachers’ excessive workload―as well as payment policy and time constraints. Recommendations are proposed for taking such tensions into consideration when planning for and supporting PD in similar educational contexts.Thesis (Ph.D.) -- University of Adelaide, School of Education, 2020