Relevant bibliographies by topics / Vietnamese students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Vietnamese students'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 February 2023

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Journal articles on the topic "Vietnamese students"

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Tran, Anh Thi Kim. "Pupils and students’ ability to recognise and use Sino-Vietnamese." Science and Technology Development Journal 18, no. 2 (June 30, 2015): 5–15. http://dx.doi.org/10.32508/stdj.v18i2.1189.

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In this paper, we will not focus on the theory but pay attention to traits in practical activities of Sino-Vietnamese words in modern Vietnamese. The paper presents the appearance of Chinese characters in Vietnamese giving out the survey results so as to find pupils and students’ ability to recognise and use Sino-Vietnames to contribute data for the issue of Sino-Vietnamese position in modern Vietnamese.
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Thi Hang, MA Nguyen, and MA Nguyen Thi Hue. "SOME SOLUTIONS TO KEEP AND PROMOTE THE SPIRIT OF PATRIOTISM FOR VIETNAMESE STUDENTS TODAY." International Journal of Education Humanities and Social Science 05, no. 03 (2022): 113–18. http://dx.doi.org/10.54922/ijehss.2022.0390.

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The spirit of patriotism is the highest standard of morality and leading in the cultural and spiritual value system of the Vietnamese nation. Patriotism acts as a great endogenous motivation of the Vietnamese ethnic community, creating the unrivaled power in the resistance wars against foreign aggression and in the cause of building the country. Vietnamese youth in general and students in particular are the future generation of the country. Within the scope of the article, on the basis of the formation and development of Vietnam's national patriotic values, the authors raised the reality of patriotic education for students in order to give solutions to preserve and promote the spirit of patriotism for the Vietnamese students nowadays.
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Minh Sang, Nguyen. "Financial well-being of Vietnamese students." Investment Management and Financial Innovations 18, no. 4 (December 14, 2021): 355–65. http://dx.doi.org/10.21511/imfi.18(4).2021.29.

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This study aims to analyze financial well-being as well as the factors affecting the financial well-being of Vietnamese students. The study surveyed 658 students in Vietnam via email and Facebook groups with suitable survey subjects in the period from May to June, 2021. The study also collected demographic information and the status of independence or financial dependence of students participating in the survey in Vietnam. The study analyzes the direct and indirect effects of six groups of independent factors on the financial well-being of Vietnamese students through the PLS-SEM model. Empirical study results show that three factors, such as Financial Attitude, Financial Behavior, and Financial Self-Efficacy, have a direct impact, while two other factors, Financial Knowledge and Financial Skills, have an indirect impact on financial well-being of students in Vietnam. Although there are some limitations in the representative level of students participating in the survey, sampling methods and the number of respondents in the survey, the study achieved its research objectives. This study provides more empirical evidence and insights to the Ministry of Education and Training and economics universities in designing training programs that equip students with knowledge and skills to achieve financial well-being. AcknowledgmentThe author wishes to acknowledge support from the Banking University of Ho Chi Minh City. The author would like to thank all the lecturers and students for their support in sharing the survey, and the students who completed the survey. This study was made possible thanks to all valuable support from relevant stakeholders.
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Tran, Anh-Dao, and Hanna Ragnarsdottir. "Students of Vietnamese Heritage." International Journal of Bias, Identity and Diversities in Education 3, no. 2 (July 2018): 15–30. http://dx.doi.org/10.4018/ijbide.2018070102.

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Studies of immigrant students in upper secondary school in Iceland often highlight low attendance rates and early school departure. This article interrogates this view through an exploration of the perspectives of 13 students of Vietnamese heritage in two upper secondary schools. The article mobilizes multicultural education which sees education as inclusive, insisting on valuing diversity and equal opportunity regardless of gender, religion, belief, ethnicity, race, socioeconomic status, disability, or other statuses. Analysis of interviews shows that students, despite their positive feelings towards their teachers and their belief that their teachers were trying to do their best, understood that they were perceived to be deficient due to their lack of Icelandic language proficiency. Teachers' perceptions were thus limited, and they overlooked the students' academic and heritage resources that could have provided advantages in the learning process and contributed to student motivation and attainment.
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Dat, Van. "Validation of the Short Form of My Class Inventory Within the Vietnamese Educational Context." European Journal of Educational Research 11, no. 2 (April 15, 2022): 1037–45. http://dx.doi.org/10.12973/eu-jer.11.2.1037.

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<p style="text-align: justify;">Recently, researchers have paid more attention to the aspects of classroom learning environments because of their effects on students’ cognitive and effective outcomes. However, current literature reveals the lack of research that explores the factors of classroom environments in Vietnamese context. The present study, therefore, aims to validate the psychometric properties of the 25-items version of the My Class Inventory (MCI), translated into Vietnamese for 487 secondary school students. Factorial analysis showed an acceptable fit for the four-factors structure of the MCI – cohesiveness, competitiveness, satisfaction, and friction – to be appropriate for secondary school students. Internal consistency reliabilities of the general scales and four subscales were satisfactory. Results support the suitability of the MCI to assess students’ classroom environment within Vietnam’s educational context. The study recommended, among other things, that future studies should be conducted to explore the validity of the MCI on other samples of Vietnamese secondary students.</p>
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Ninnes, Peter. "Language maintenance among Vietnamese-Australian students." Australian Review of Applied Linguistics 19, no. 2 (January 1, 1996): 115–38. http://dx.doi.org/10.1075/aral.19.2.06nin.

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Using the theoretical framework developed by Clyne this paper examines the factors influencing language maintenance among a cohort of secondary school students of Vietnamese ethnic background in Adelaide. It reports on a survey of 197 students who were asked (1) to estimate the extent to which, in Australia, they used Vietnamese when speaking to close others; how often these people used Vietnamese when speaking to them; and how often the students used Vietnamese in certain social contexts; and (2) to rate their ability in written and oral Vietnamese and written and oral English. Variables derived from these measures were then correlated with a number of other demographic, social, cultural and attitudinal factors in order to determine the major influences on language maintenance. Language use was greater with parents and grandparents than with members of the students’ own generation. Vietnamese language was used more in private and ethnic settings such as the home and community events than in public settings. Vietnamese language competence declined and English language competence increased with length of residence. Overall length of residence in Australia and age at which that residence commenced were more influential in language maintenance than ethnic identity or attitudes to cultural maintenance.
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Thanh Nguyen, Toan, Kenichi Kimura, and Yasuko Morinaga. "Homonegative Attitudes and their Correlates Among Vietnamese College Students." Psychological Reports 118, no. 3 (June 2016): 849–60. http://dx.doi.org/10.1177/0033294115627526.

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This study investigated sex differences in homonegativity and their correlates among 197 Vietnamese college students (males = 49, females = 148, M = 20.9 years, SD = 2.9) in Ho Chi Minh City. The survey included Vietnamese-language versions of four scales measuring attitudes toward homosexuality (ATHS), traditional masculinity ideology, knowledge of homosexuality, and contact experiences with homosexuals. An exploratory factor analysis indicated a 3-factor structure for the ATHS: Homonegativity, Tolerance, and Positive Images. Male respondents reported significantly higher scores on homonegativity. Traditional masculinity ideology was positively related to females’ homonegativity, but negatively correlated with tolerant attitudes of both males and females. Knowledge about homosexuality was negatively correlated with homonegativity. Media contact with homosexuals was negatively correlated with males’ homonegativity, but positively correlated with both females and males’ tolerant attitudes. Results suggest that future research develop a new scale to measure Vietnamese’s homonegativity and that media contact as well as ample and accurate knowledge about homosexuality can alter homonegativity.
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Stur, Heather. "“To Do Nothing Would be to Dig Our Own Graves: Student Activism in the Republic of Vietnam”." Journal of American-East Asian Relations 26, no. 3 (August 27, 2019): 285–317. http://dx.doi.org/10.1163/18765610-02603004.

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During the Vietnam War, South Vietnamese students were some of the most vocal activists asserting multiple visions for Vietnam’s future. Students’ attitudes spanned the political spectrum from staunchly anti-Communist to supportive of the National Liberation Front. Like young people throughout the world in the 1960s, students in South Vietnam embodied the spirit of the global Sixties as a hopeful moment in which the possibility of freedom energized those demanding political change. South Vietnam’s university students staged protests, wrote letters, and drew up plans of action that tried to unite the disparate political interests among the nation’s young people as politicians and generals in Saigon attempted to establish a viable national government. South Vietnamese government officials and U.S. advisors paid close attention to student activism hoping to identify and cultivate sources of support for the Saigon regime. While some students were willing to work with Americans, others argued that foreign intervention of any kind was bad for Vietnam. The Saigon government’s repressive tactics for dealing with political protest drove away students who otherwise might have supported it.
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Trinh, Lan Thi, Tu Cam Thi Nguyen, and Anh Ngoc Thi Nguyen. "Survey on secondary school student’ Sino-Vietnamese learning capabilities during in-class activities on philology." Vietnam Journal of Education 5, no. 2 (June 23, 2021): 50–56. http://dx.doi.org/10.52296/vje.2021.99.

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Sino-Vietnamese vocabulary is an important part of Vietnamese vocabulary. The ability to use Sino-Vietnamese vocabulary partially reflects one’s Vietnamese language competence; therefore, the ability to use Sino-Vietnamese vocabulary is an important element in the language ability of Vietnamese people in general, and secondary school students in particular. During in-class literature activities, secondary school students are equipped with Sino-Vietnamese vocabulary to a certain extent, but the effectiveness of using Sino-Vietnamese vocabulary in communication and in learning has yet to be fully evaluated. This article focuses on evaluating the ability to use Sino-Vietnamese vocabulary of secondary school students in Hanoi by using questionnaires and tests to obtain both subjective and objective data from the learner’s perspective. The survey results will be used as a practical premise to propose new teaching methods to develop Sino-Vietnamese language competence of secondary school students in Literature, in accordance with the 2018 General Education Curriculum.
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Trinh, Lan Thi, Tu Cam Thi Nguyen, and Anh Ngoc Thi Nguyen. "An Investigation into Secondary School Students’ Sino-Vietnamese Competence in Philology Learning Activities." Vietnam Journal of Education 5, no. 2 (June 29, 2021): 61–67. http://dx.doi.org/10.52296/vje.2021.91.

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Sino-Vietnamese vocabulary is an important part of Vietnamese vocabulary. The ability to use Sino-Vietnamese vocabulary partially reflects one’s Vietnamese language competence; therefore, the ability to use Sino-Vietnamese vocabulary is an important element in the language ability of Vietnamese people in general, and secondary school students in particular. During in-class literature activities, secondary school students are equipped with Sino-Vietnamese vocabulary to a certain extent, but the effectiveness of using Sino-Vietnamese vocabulary in communication and in learning has yet to be fully evaluated. This article focuses on evaluating the ability to use Sino-Vietnamese vocabulary of secondary school students in Hanoi by using questionnaires and tests to obtain both subjective and objective data from the learner’s perspective. The survey results will be used as a practical premise to propose new teaching methods to develop Sino-Vietnamese language competence of secondary school students in Literature, in accordance with the 2018 General Education Curriculum.
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Dissertations / Theses on the topic "Vietnamese students"

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Luong, To Lan. "Vietnamese university students' academic motivation." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/384275.

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Since 2005, a comprehensive reform agenda has been implemented in Vietnam aimed at improving the quality of higher education and of university graduates. While there has been a rapid expansion in participation in higher education, there are strong concerns regarding the preparedness of students and their overall employability. Strategies have been identified to address these concerns; however, the issue of student motivation has not been considered. This study, guided by self-determination theory, addressed this gap by exploring Vietnamese university students’ motivation including both motivation for daily study and, more broadly, motivation to pursue university education. Guided by self-determination theory, a macrotheory of motivation, and conducted at a high-ranking, multidisciplinary university in Hanoi, this study employed a convergent parallel mixed methods research design. A total of 678 first-year students were surveyed. The survey instrument, based on the Academic Motivation Scale (AMS) (Vallerand et al., 1992, 1993), collected data to (a) assess both quantity and quality of students’ ongoing motivation, (b) examine the effects of demographic characteristics on students’ ongoing motivation, and (c) test the psychometric properties of the AMS in the current sample. Additionally, 14 students from Years 2 to 4 participated in 1:1 interviews focusing on their motivation around undertaking university education, degree choice, and ongoing motivation for study. The results of descriptive analysis of 648 surveys revealed that Vietnamese students in this study had relatively low levels of self-determination in their daily study. These students exhibited higher levels of extrinsic motivation than intrinsic motivation, and were most highly motivated to study for reasons relating to future employment, although many demonstrated levels of amotivation. A confirmatory factor analysis was carried out to assess the appropriateness of the AMS in assessing Vietnamese students’ motivation. The results revealed that the 7-factor AMS with 23 items out of the original 28 items fitted the data well. The revised AMS exhibited satisfactory levels of reliability and validity. The results of the MANOVA to investigate the effects of demographic characteristics on students’ ongoing motivation showed a complex combination to family (including educational background and financial capacity) as well as those related to the individual (including gender and major). A thematic analysis of the interviews was used to investigate the relationship between students’ ongoing motivation and their original motivation for pursuing university education. This analysis supported results from previous studies and of the MANOVA. The students who were interviewed attended university for both economic and non-economic reasons. These students chose degree programs based on their own interests, family opinions, and social trends. The initial motivation for these students to attend university transformed into academic goals and influenced students’ motivation to a large extent. Many students reported a change in motivation between Year 1 and Year 2, and the first-year experience had an important role in understanding this change. This study will make a significant contribution to theory as well as practice. The AMS has never been tested in Vietnam, and the reliability of its application in a collectivist culture is a substantial contribution to our understanding of self-determination theory. In practice, the findings of this thesis will enable administrators and educators to design appropriate measures to enhance students’ motivation and will contribute to the quality of the higher education experience. Given the context in which higher education in Vietnam exists, revealing the complex connections between the collectivist culture and individual motivation has potential to guide the reform agenda and, ultimately, contribute to student learning.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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Cat, Bui Van, and n/a. "Background studies for Vietnamese students of English." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.

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Recent years have witnessed many developments in the use of the communicative approach in language teaching. This approach aims at developing students' ability to communicate with native speakers of the target language. To achieve this ability, students are required to have not only linguistic competence but also communicative competence. That is why the students need not only the linguistic knowledge but also the background knowledge of the culture in which the language is spoken. Language is a part of culture. Cultural differences always cause problems for speakers of different cultures while communicating. Therefore, the " learning of a second culture is often a part of the learning of a second language " (Brown, 1980: 242 ) . Background Studies, including culture, used to be neglected or taught improperly in the curriculum of the Hanoi Foreign Languages College. In consequence, Vietnamese E.F.L students at the College have a poor background knowledge of the English speaking countries and their people's patterned ways of life. This causes difficulties for them when communicating with native speakers of English, even when they are studying at the College where culture-based textbooks and materials are commonly used. Therefore, Background Studies, including culture, must be seen as a separate and indispensable component of the curriculum of the College which aims at providing the students with the background knowledge of English speaking countries and with an awareness of their people's ways of life, their customs and habits and so on. Various techniques for the teaching of this subject are examined.
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Hung, Vu, and n/a. "Errors in English by Vietnamese adult students." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060731.141007.

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This study is mainly concerned with the common errors Vietnamese adult students make in learning English as a second/foreign language. Using the tools of contrastive analysis and error analysis, the researcher decribes and examines certain areas of similarity and difference between English and Vietnamese on some grammatical aspects, and then analyses the errors made by the Vietnamese students in two different learning contexts and at different levels of proficiency. This studies consists of six chapters : Chapter 1 introduces the position of English in Vietnam at present, raises the problems encountered in the teaching and learning of English in Vietnam, and states why this study is necessary. Chapter 2 is the summary of the main theories of second language acquisition and some of the principal studies of Vietnamese grammar. Chapter 3 discusses the techniques of contrastive analysis and error analysis, which provide bases for the comparative study in Chapter 4 and the error analysis in Chapter 5. In Chapter 4, a contrastive study is undertaken of eleven aspects of English and Vietnamese grammar, which serves as the basis for the discussion in Chapter 5. Chapter 5 presents an analysis of the common errors Vietnamese students make in two different learning contexts in Vietnam and in Australia. It also discusses the various strategies the students use in order to achieve language proficiency. Finally, some conclusions concerning the attitude towards, and the treatment of, errors are mentioned in Chapter 6. It also provides suggestions for further study in the subject area.
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Hoang, Tat Truong, and n/a. "Towards teaching English vocabulary to Vietnamese tertiary students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.155600.

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The English language is now widely used in Vietnam. Consequently, the teaching and learning of English has become more significant , but, on the other hand, teaching methodologies, in Vietnam , still reflect those used in the past to teach other foreign languages. Vietnamese English teachers also experience difficulty coping with the many new problems which they now face. One of these difficulties is the teaching of English vocabulary. In order to develop an understanding of how best English vocabulary might be taught in the Vietnamese setting , this study identifies a particular group of students: Vietnamese tertiary students attending the Hanoi Foreign Languages Teachers' College, and then explores ways how teachers might introduce the teaching of English vocabulary, both to these students, and to the subjects the students will finally teach themselves. In order to prepare for an outline of how to carry out this teaching role, the study investigates the various problems associated with defining : the word; the types of meaning conveyed by the word; the relationship of phonology, syntax and semantics to the word, and other related matters . The study also looks at the problems which Vietnamese students have with learning English vocabulary. In this context a comparison is made of English and Vietnamese lexical and related systems. Subsequently, the study considers the different types of foreign language methods which have and are being used, with particular reference to how they were used to teach vocabulary. Finally, the study considers questions of the need to select appropriate vocabulary for the targetted students and details how teachers might effectively teach vocabulary.
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Anh, Ngo Phuong. "Developing the intonation ability of Vietnamese students of English." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606945.

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This study investigates and evaluates the effects of intonation training embedded with language learning strategies (LLS) among Vietnamese learners of English. To achieve this, the study examined learners' perception and production of tonicity (focus placement) and three tones - falling, rising and falling-rising, their reported difficulties in learning intonation, the effects of the training upon them, and their use and reflections on LLS. 52 second-year English major students at Hanoi University of Science and Technology were recruited. Participants were split into three groups: the pilot group (GI), the experimental group (G2) and the control group (G3). The research was implemented in an intonation training course of ten I 50-minute classes, each class consisting of group discussion and intonation training. Quantitative data. were collected from G2 and G3 on their ability to perceive and produce intonation focus and tonal differences in English using intonation pretests and post-tests. Participants' diary reports, supplemented by the researcher's journal/field-notes, group discussions and semi-structured interviews, were also collected as qualitative data. The quantitative results reveal a statistically significant difference in performance between G2 and G3 in perception and production of tonicity and tone. G2 performed better in perception than production and better in tonicity than in tone, and performance improved significantly over the period of training, while G3's improvement was negligible. Qualitative data reveals the difficulties encountered by the participants during the training (such as producing the falling-rising tone and access to resources outside of class), their positive feedback on the training using LLS, and their interest in intonation learning strategies. The results of the study are discussed in terms of its contribution to research in this area and to the teaching and learning of English intonation in the Vietnamese context.
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Go, Ann Loi. "The writing development of Chinese and Vietnamese newcomer students /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.

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Truong, Thi Hue. "Vietnamese nursing students' perceptions of their clinical learning environment: A cross-sectional survey." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/91390/1/Thi%20Hue_Truong_Thesis.pdf.

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This study investigated Vietnamese nursing students' perceptions of their clinical learning environment. The study was undertaken in two phases: 1) translation and adaptation of research instrument and 2) a cross-sectional survey was followed. Despite validity issues identified, data from two valid sub-scales and structured questions provided insights into the clinical learning environment that is the environment did not operate from an adult learner philosophy or provide a student-centred environment. The results are significant for development of clinical learning environment in Vietnam and that cultural differences between populations should be carefully considered in future research.
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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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Tam, Nguyen Thi Bao, and n/a. "Comprehension difficulties for Vietnamese EFL students in reading English newspapers : an investigation into styles of reporting international news in English and in Vietnamese, reading problems and implications for teaching news reading to Vietnamese EFL students." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.120527.

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Foreign language teaching in recent years is very much concerned with the concepts of authenticity and relevance to students' needs and interests. Using newspapers in foreign language classes is one way of working towards the development of an authentic environment and promoting the language learning process. For EFL students in the Institute of International Relations (IIR) newspapers are not simply an important source of learning material, but an important source of information. Vietnamese EFL students who learn to read English newspapers, however, constantly encounter difficulties in comprehension. This study report attempts to identify the common areas of comprehension difficulty for Vietnamese learners, when confronted with newspapers. To achieve this aim, the study first reviews schema theory in order to establish the factors which affect the reading process. It also examines studies on news reporting style in English. Attempts have also been made in the contrastive study of the differences in reporting styles of international news in English and Vietnamese to investigate what might cause difficulties for Vietnamese readers. Accordingly, the study considers implications for teaching newspaper reading to Vietnamese EFL students at intermediate level, who have not practised this before. Finally, the study also suggests further areas of research in using newspapers in a foreign language class.
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Vu, Ngoc Tu, and n/a. "Towards a syllabus for the teaching of writing for Vietnamese students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.160245.

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This Study considers some of the problems and solutions to the needs of Vietnamese tertiary students with respect to writing in English in the University setting. The Study identifies that writing English as a foreign language has been and continues to be a f u n d a mental difficulty for Vietnamese tertiary students. Consequently, in order to understand the difficulty and the needs of such students, this Study enters into a consideration of the language and learning needs of the target population and describes the teaching strategy and syllabus content necessary to assist such students to function in English writing more adequately. In order to realise these aims, the Study reviews the relevant literature with respect to: (i) the development of the theory of the concept of writing in a foreign language , and (ii) the teaching of different foreign language teaching methods in the twentieth century. Finally , details of syllabus design and suggested techniques are presented in Appendices 1 and 2 respectively.
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Books on the topic "Vietnamese students"

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California. Dept. of Education. Bilingual Education Office. Handbook for teaching Vietnamese-speaking students. Sacramento, Calif: Dept. of Education, 1994.

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Chuong, Chung Hoang. Vietnamese students: Changing patterns, changing needs. San Francisco, CA: Many Cultures Pub., 1994.

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Lê, Nguyẽ̂n Hié̂n. Đông Kinh nghĩa thục: Phong trào duy tân đà̂u tiên ở Việt Nam. [United States: s.n., 1985.

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Tiến, Phúc. Đường vào NUS: NUS from Vietnamese experiences. TP. Hò̂ Chí Minh: Truyền thống hợp điểm, 2008.

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McConnell, Scott. Leftward journey: The education of Vietnamese students in France, 1919-1939. New Brunswick U.S.A: Transaction Publishers, 1989.

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Lê, Linh. Không khóc ở Kuala Lumpur. Hà Nội: NXB Lao động, 2010.

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Chow, Henry P. H. Socio-cultural and educational adaptation: A survey of Vietnamese-Canadian university students in Regina. Regina: University of Regina, Dept. of Sociology and Social Studies, 2005.

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Bình, Nguyẽ̂n Thị Thanh. Các khía cạnh văn hóa Việt Nam =: Aspects of Vietnamese culture : reading material for advanced students of Vietnamese studies. Hà Nội: [Thé̂ Giới], 2002.

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Trsan, Đwuc Thanh Phong. Kky niuem 100 năm (1905-2005) Phong trào Đông du: Phan Buoi Châu Cưxong Đte-- = Bai zhou nian ji nian Feng chao Dong you : Pan Peizhu, Jiang Di. 2nd ed. Đông Kinh, Nhuat Bkan: NXB Tân Văn, 2005.

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The Vietnam War: A text for students. Cambridge, Mass: Cambridgeport Press, 1988.

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Book chapters on the topic "Vietnamese students"

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Pham, Anh. "Employers’ Perspectives on Vietnamese Returnee Students." In Higher Education Dynamics, 201–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78492-2_11.

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Kelley, B. S., R. M. Unruh, B. R. Rigby, H. D. Vu, and Tói V. Võ. "Orthopedic-Based Biomechanics for Undergraduate Vietnamese Students." In IFMBE Proceedings, 121–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-32183-2_31.

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Mai, Lan Thi Quynh. "Vietnamese Students’ Transition to International Non-Government Organisations." In Higher Education Dynamics, 235–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78492-2_13.

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Bui, Thuy Thi Ngoc, Nga Thi Hang Ngo, Hoa Thi Mai Nguyen, and Hang Thu Le Nguyen. "Access and Equity in Higher Education in Light of Bourdieu’s Theories: A Case of Minority Students in Northwest Vietnam." In Reforming Vietnamese Higher Education, 149–69. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_9.

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Xuân, Phan Thị Hồng. "The Bubble Tea Culture of Young People in Ho Chi Minh City - A Cross-Cultural Exchange Between Taiwan (China) and Vietnam in the 21st Century." In Proceedings of the 19th International Symposium on Management (INSYMA 2022), 996–1004. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_124.

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AbstractMarketed in Vietnam’s megacities in the early years of the 21st century, Taiwanese bubble tea has quickly been accepted and loved by the young Vietnamese generation. In the beginning, bubble tea was served by “Taiwanese bubble tea” vendors located near schools. From 2003 up to now, the top 50 Taiwanese bubble tea brands have appeared increasingly with innovations in order methods, professional service, equipment, and packaging, especially creating suitable flavors for Vietnamese,… making bubble tea originated in Taiwan- becomes a phenomenon, a cultural trend of young people in urban areas, especially Ho Chi Minh City. By anthropological research approaches as participant-observation, in-depth interviews of bubble tea’ fans, including students, graduate students who studied in Taiwan, and office workers; based on transcultural concepts as well as cultural acculturation, article “The Bubble tea culture of young Vietnamese in Ho Chi Minh City - the transcultural relation between Taiwan and Vietnam in the 21st century” is presented by the author through two main contents: (1) History of bubble tea in Ho Chi Minh City (2) From Taiwanese bubble tea culture to bubble tea drinking culture in Ho Chi Minh City.
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Mai, Thi Thanh Tuyen, and Eric Zhi-Feng Liu. "Application of Facebook Platform Assists Taiwanese Students to Learn Vietnamese." In Emerging Technologies for Education, 665–70. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52836-6_70.

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Hartlep, Nicholas D., and Pipo Bui. "Vietnamese Students and the Emerging Model Minority Myth in Germany." In The SAGE Handbook of Critical Pedagogies, 518–36. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526486455.n53.

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Nho, Minh Tu, Hoa-Huy Nguyen, Ton Quang Cuong, and Viet Anh Nguyen. "A Model to Forecast the Student’s Grade and Course Recommendation: A Case Vietnamese Students." In Learning and Analytics in Intelligent Systems, 88–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38501-9_8.

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Trinh, Thao Phuong Thi, Hai Thanh Trinh, Ha Thi Cao, and Thanh Chi Nguyen. "Self-study Activities of Vietnamese High School Students via Mobile Devices." In Educational Innovation in Vietnam, 189–205. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003202424-12.

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Nghia, Tran Le Huu. "Developing Generic Skills for Students in Vietnamese Universities: Facilitators and Inhibitors." In Graduate Employability Across Contexts, 167–85. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3959-4_9.

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Conference papers on the topic "Vietnamese students"

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Cao, Nguyen T. T., Tien T. T. Lam, Binh L. Cao, Bich T. N. Tran, Thiet M. Trinh, V. V. Dorofeeva, and De V. Tran. "Factors Influencing Vietnamese Dentistry Students' Autonomy." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3379440.

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Kudinov, Sergey, Stanislav Kudinov, Irina Kudinova, Ho Chi, and Sayad Kardashova. "AXIOLOGICAL BACKGROUND OF VIETNAMESE STUDENTS ADAPTABILITY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0006.

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Phong, Hoang Anh. "An Investigation Into the Effects of Mother Tongue on Vietnamese First-year English-majored Students' Writing Skills." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.003.

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ABSTRACT This research focused on finding the patterns of mother tongue interference in written English of first-year English-majored students at University of Languages and International Studies, Vietnam National University, Hanoi as well as discovering effective methods to mitigate them. It analyzed how much students are affected by Vietnamese, their mother tongue in terms of grammar, vocabulary and sentence conjunctions. The researcher examined 84 students’ questionaire and interviewed 9 random students. From the data collected, it can be seen that most students’ writings consisted of grammatical inaccuracies related to Vietnamese writing habits. Conversely, the frequency of lexical mistakes was quite low. In terms of sentence conjunctions, most students still forgot to use a comma before certain linking words. Based on the findings, it is advisable for students to ameliorate the Vietnamese influences by familiarizing themselves with native speakers’ thinking system with several tools such as books, TV shows and forums. Keywords: mother tongue, first language, interference, English-majored students
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Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.

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Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.
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Nga, Le Thi Hong. "Survey of Vietnamese Students' Mistakes When Using Quantities in Chinese." In 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.22.

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The article comes from the writer's actual teaching experience. Through experience, homeworks, and tests, the writer realizes that mistakes in beginners in the early stages (1-2 year) are usually influenced by the mother tongue while mistakes of a person in years 3-4 often arise due to confusion between one formula and another. In this article, we apply mistake analysis and "intermediate language" reasoning to make statistics and classify and analyze the causes of students' mistakes, hoping to help learners to overcome the difficult points in the expression of multiples increased by N times in Chinese. On the other hand, we can provide for the teaching and learning of Chinese by Vietnamese people as well as the teaching and learning of Vietnamese by the fact that the Chinese people have some useful materials.
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.

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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.
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Oanh, Hoang Thi Kim. "An Investigation into the Influences of Anxiety in Non-English Major Tertiary Learners’ Willingness to Communicate Orally in Vietnamese EFL Classrooms." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.7.

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This paper scrutinized the impact of foreign language anxiety on tertiary Vietnamese students’ willingness to communicate orally in EFL classrooms. The study had two research questions: 1) Which is the most common type of foreign language anxiety experienced by non – English tertiary Vietnamese students in EFL classrooms, and 2) What is the correlation between foreign language anxiety and Vietnamese students’ willingness to communicate orally in EFL classrooms. The data was collected from 176 non-English major tertiary students learning in a public university in Ho Chi Minh City by facilitating the Willingness to communicate Scale and Foreign Language Anxiety Scale. The study’s results analyzed in a quantitative descriptive approach indicated that communication apprehension was the most common type of anxiety experienced by the students in the English learning process. The study found that language anxiety negatively correlated with willingness to speak. It means the students were more anxious, they could not engage in the in-class communicative activities, which might affect their academic performance. The present paper hopes to provide educators and school managers who might encourage students’ readiness to join speaking activities in Vietnamese EFL classrooms with a comprehensive understanding of the influence of foreign language anxiety on students’ willingness to communicate.
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Ha Le, Van. "Common Difficulties of Reading Comprehension Experienced by Vietnamese Students." In ICEMT 2021: 2021 5th International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481056.3481073.

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Nam, Tran Hoang, and Jin Cheng-Hai. "Macro Factors Determining Transition of Vietnamese International Students Mobility." In The European Conference on Education 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2188-1162.2021.27.

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Nguyen, Kiet Van, Vu Duc Nguyen, Phu X. V. Nguyen, Tham T. H. Truong, and Ngan Luu-Thuy Nguyen. "UIT-VSFC: Vietnamese Students’ Feedback Corpus for Sentiment Analysis." In 2018 10th International Conference on Knowledge and Systems Engineering (KSE). IEEE, 2018. http://dx.doi.org/10.1109/kse.2018.8573337.

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Reports on the topic "Vietnamese students"

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Tran, Minh. The Schooling of Vietnamese-American High School Students in Oregon: Their Perspectives. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1313.

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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.
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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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