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1
Luong, To Lan. "Vietnamese university students' academic motivation." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/384275.
Full textAbstract:
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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2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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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7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Le, Thai Thanh. "Frequent classroom assessment and students' mathematics learning in a Vietnamese context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0027/MQ37572.pdf.
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12
Nguyen, Dung Thi. "Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248528/.
Full textAbstract:
Today linguistic hybridity is often conceptualized as translanguaging. The present study of translanguaging was a linguistic ethnography, which meant investigating cultural issues as well as linguistic practices. The focus was on bilingual speakers of Vietnamese and English, two "named" languages that differ considerably in morphology, syntax, and orthography. This study, conducted over four and a half months, was situated in the Vietnamese Student Organization of a U.S. university, and it included 37 participants. The research was intended to answer two questions: what forms of translanguaging did these bilinguals use? and what reasons did they provide for instances of translanguaging? In capturing the language use of this community, my role was participant-observer, which entailed observing and audio-recording conversations in three kinds of settings: group meetings, social gatherings, and Facebook communications. Additional insights came from discourse-based interviews, focused on instances of translanguaging by 10 individuals.
In the group meetings and Facebook conversations, it was conventional for the major language to be English, whereas in the social gatherings it was Vietnamese. My attention in analyzing these interactions was on patterns of translanguaging that occurred within sentences and those occurring outside sentence boundaries. Overall, most translanguaging occurred intra-sententially, as single words from one language were segmented within a sentence being spoken or written in the other. As to extra-sentential forms, this translanguaging in the group meetings mainly took the form of Vietnamese honorifics, and Facebook conversations included some extra-sentential double postings. Participants provided reasons for translanguaging that included community factors, discourse-related factors, and individual-related factors. This inquiry provides further insights into the multi-competences of bilingual individuals. The Vietnamese-English bilinguals drew flexibly from their linguistic repertoires, merging two languages that are quite different. Use of hybridized language was conventional for them and was central to their practices. This linguistic hybridity was a mutuality—one of the ways in which these students were, in fact, a community.
13
Nguyen, Thi Ngoc-Thuy. "Students' approaches to learning physics in a Vietnamese university, an investigation of teachers' and students' perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0027/MQ37603.pdf.
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14
Tran, Ngoc Xuan. "How Teachers Support Students' Mastery Gaol Orientations in Vietnamese Classrooms: The Significance of Relatedness." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366772.
Full textAbstract:
Relatedness is a basic psychological need that, when satisfied, facilitates well-being and results in higher motivation and achievement (Ryan & Deci, 2000a). In societies such as Vietnam, where individuals are influenced by Confucian cultural values that emphasise interpersonal relationships, relatedness with significant others is considered an important need for student academic motivation (Bao & Lam, 2008; Chong, Huan, Quek, Yeo, & Ang, 2010). In Vietnamese classrooms, where teachers are viewed as parents who are responsible for the development of students’ knowledge and moral behaviour, student need for relatedness to teachers is considerable. However, few studies have explored the importance of the influence of teacher-student relatedness on Vietnamese students’ learning motivation, especially in settings where student-centered models are implemented with the aim of improving student competence and skill mastery.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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15
Scott, Judith. "Perceptions of low SES, high academic achievement Vietnamese middle grades students of factors that have contributed to their school achievement." ScholarWorks@UNO, 2005. http://louisdl.louislibraries.org/u?/NOD,248.
Full textAbstract:
Thesis (Ph. D.)--University of New Orleans, 2005.Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of in the Department of Special Education and Habilitative Services"--Dissertation t.p. Vita. Includes bibliographical references.
16
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.
Full textAbstract:
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.
17
Ngoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.
Full textAbstract:
The increasing number of economic and cultural aid programmes for
Vietnam to reconstruct its war-torn economy in recent years from the
United Nations Development Programme and other international and
governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems
that face Vietnamese scientists and technicians working in these aid
programmes have been a major concern of many educational
institutions in Vietnam and a reason for the author of this Study
Report to take up this study.
Chapter one of this study covers major stages of development of the
teaching of English for Specific Purposes (ESP) and various factors
that influence the teaching of ESP.
Chapter two discusses some current issues in the teaching of ESP in
Vietnam with special reference to course organization, syllabus and
material design at the Hanoi Foreign Language College. It also
points out some misunderstanding and misconception in the teaching
of English to Vietnamese scientists and technicians.
Chapter three looks at major language problems that Vietnamese
students meet when they go to study at different colleges or
universities in English speaking countries. A close investigation
will be carried out over a number of Vietnamese veterinary doctors
studying at the university of Queensland in Australia.
Chapter four is concerned with the selection of suitable syllabus
models for ESP/EAP courses at HFLC and also attempts to work out
appropriate syllabuses for EAP courses for Vietnamese students going
to study overseas.
The final chapter suggests some further considerations for
organizing ESP/EAP courses at HFLC especially for material
production, ESP teacher training and ESP testing.
It is hoped that this Study Report will give language teachers in
the ESP Department at the Hanoi Foreign Languages College a clearer
picture of what ESP is all about and provide some guidelines for
successful organization of teaching ESP and EAP to Vietnamese
students.
18
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.
Full textAbstract:
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.
19
Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds /." Title page, table of contents and summary only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phd1782.pdf.
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Bui, Thi Huong Giang. "Using collaboration and technology to enhance Vietnamese students' English language writing skills." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/88477/1/Thi%20Huong%20Giang_Bui_Thesis.pdf.
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This action research study investigated face-to-face and wiki technology collaboration to enhance students' English writing skills in a second language (L2) class in Vietnam. The thesis is underpinned by socio-cultural theory and argues that collaborative learning using wikis led to an enhancement in L2 writing skills. The findings show that collaborating via wikis challenged traditional L2 writing pedagogy in the following ways: increased student autonomy; understanding formative feedback; and awareness of process writing, genre and audiences. This study contributes practical knowledge about affordances and constraints of collaborative writing using wikis in Vietnam and other countries where traditional pedagogies are prevalent.
21
Nguyen, Duy. "My Story as a First-Generation Student from Vietnamese Immigrant Backgrounds and Implications for Asian American Students." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/740.
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Expressing myself in my own voice has never felt so liberating and uplifting, especially when it comes to writing in the academic world. Thanks to the Scholarly Personal Narrative (SPN) methodology of Dr. Robert Nash, I have a chance to share my voice from my perspective as a marginalized student. Neither of my parents went to college. What does this mean for me as an Asian American first-generation student? What does my background say about me, specifically as a student and generally as an individual person? What are some of the obstacles and opportunities in my journey and in my education? How do my own stories connect to others from similar backgrounds, and hopefully to others from different backgrounds as well? What do I want my readers to take away from my own learning experiences?
In my thesis, I discuss my experiences as a first-generation student from my Vietnamese background. I describe in detail about my family backgrounds, some major events in my childhood, and how these changes shape who I am today. In order for me to move forward, I need to pause and rediscover my roots, my heritage, and my family's values and learn to appreciate them. I discuss my experiences of going to high school and college in the U.S. I also explain how I experience the issues of race and social class when living in the U.S. I address some of the obstacles that I face as well as the opportunities that arise throughout my journey. What have I learned from these experiences thus far?
I believe that sharing my story gives me the opportunity to connect with other students, educators, and administrators in higher education. This will allow us to acknowledge some issues that students of color have and how we can work together to address these issues. Based on my experiences, I have made some recommendations for students of color, especially Asian American first-generation college students. I also have some recommendations for educators when working with this marginalized population, specifically students from underrepresented groups and students from first-generation backgrounds.
22
Schwartz, Gwendolyn Gray. "Vietnamese Students in Mainstream Composition: An Ethnographic Study of Academic Identities in Generation 1.5 Students Who Cross Over." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194684.
Full textAbstract:
In this study, Gwen Gray Schwartz argues that students exhibit academic identities that do not always match their instructors' expectations for them and assumptions about them, which creates problems when second language writers enter mainstream composition classes. Using ethnographic methods, she studied three Vietnamese immigrant students from Generation 1.5 who placed into mainstream composition at a large university in the Southwest and found that while each student struggled in some ways to meet the expectations of mainstream composition, their academic identities and notions of success played a large role in how they engaged in or disassociated from the class activities and assignments. Schwartz analyzed the students' writing, and through extensive conversations with them and their mainstream composition instructors discovered that Generation 1.5 students who cross over into mainstream classes have academic identities that are complicated by their status as cross-over students--they juggle multiple languages, cultures, and school systems, all while writing in English while continuing to learn English. And while mainstream instructors do not know how to meet these students' needs, their numbers are increasing steadily across the country. Schwartz begins by complicating the term "Generation 1.5" and "ESL student" and suggests a new term, "cross-over student," to describe those students in Generation 1.5 who place into mainstream composition. Then she describes the term "academic identity" as a lens through which to examine these students' experiences in mainstream composition and their notions of success, which often are quite different from their mainstream instructors'. After extensive analysis of each student's writing, she offers solutions to the placement dilemma this group presents and provides concrete ways for mainstream instructors to better meet the needs of this student population.
23
Loi, Nguyen Van, and n/a. "Towards a syllabus for teaching academic writing to Vietnamese senior students of English." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060818.151036.
Full textAbstract:
Writing is one of the four macro language skills which a student of
language should master. However it remains the one receiving the
least attention so far in Vietnamese teaching of English. Senior
students of English at a college or university are required to
demonstrate in writing that they have mastered their studies;
therefore, writing plays an important role in their academic success.
It is noted that "learning to write fluently and expressively is the most
difficult of the macroskills for all language users regardless of
whether the language in question is a first, second or foreign
language" (Nunan: 1989:35). Therefore, writing English, especially
for academic purposes , remains difficult for Vietnamese students.
Obviously, such writing, as a study skill, affects the learning process,
hence, the effectiveness of the training. Writing ability in general,
and EAP writing in particular, need attention right from the teacher
training stage, and then at the teaching stage at schools.
This study reviews the theory of writing and the teaching of writing,
with strong emphasis on the writing process to identify the point
where a teacher of writing should intervene to yield the optimum
effect - to develop students' writing ability by developing their
awareness of the strategies which can be applied to writing for
academic purposes, including strategies in analysis of their own
writing as both process and product.
The study examines the teaching of English, writing and academic
writing in the Vietnamese perspective and identifies the problems in
reference to the theoretical bases in an eclectic manner. A syllabus is
suggested to cater for the needs of the target population.
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Dang, Tien Ngoc Dung. "An Inquiry into the Impact of the Mother Tongue on Vietnamese Adult EFL Learners’ Speech Intelligibility with Reference to Syllable Structure." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/366941.
Full textAbstract:
This thesis seeks to investigate how the mother tongue of 50 Vietnamese university EFL students impacts on their intelligibility in oral communication, with specific reference to syllable structure. The assumption is that there is interference between the native language (L1) and the new language (L2), and negative transfer of native oral usage habits to the target language, which affects the students’ intelligibility. Additionally, the current study also examines other potential reasons for the participating students having pronunciation errors. Mixed methods for data collection and analysis – a quantitative approach and a qualitative approach – have been used to explore these issues. The quantitative data and results provide the general picture of the research problem, whereas further analysis and rich data gained through qualitative data collection have refined, extended, and explained the intelligibility problem of Vietnamese English speakers in depth. The findings show that Vietnamese adult EFL speakers’ intelligibility is so low and that syllable structure errors impact on the students’ speech intelligibility. The syllable structure errors are generally caused by the application of Vietnamese syllable structure in the pronunciation of English syllables in the pronunciation tests. For instance, Vietnamese open syllables were used by the 50 informants to articulate English close syllables during the pronunciation tests.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Tran, June [Verfasser]. "Enhancing Graduate employability: The perspectives of Vietnamese university students and graduates / June Tran." München : GRIN Verlag, 2014. http://d-nb.info/1183917937/34.
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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.
Full textAbstract:
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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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/.
Full textAbstract:
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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Edvinsson, Alfrida, and Anna Schmidt. "Sexually transmitted diseases in Vietnam: Knowledge, attitudes and beliefs among vocational students." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-154466.
Full textAbstract:
Background: Sexually transmitted diseases (STDs) have been a increasing problem worldwide with an estimation of 340 million new cases each year. STDs are one of the top five reasons of seeking health care in the developing countries. Aim: The aim was to investigate the knowledge, attitudes and beliefs regarding STDs among young adults in two vocational schools in Ho Chi Minh City, Vietnam and also compare the genders regarding the issues. Method: A descriptive and comparative study was used. The 455 students between the age of 15 and 24, both male and female, participated voluntarily to answer a questionnaire. Dorothea Orem’s self-caring theory was provided as theoretical framework. Results: The students showed a low knowledge regarding STDs. Small differences between the genders could be seen regarding knowledge where the males had a higher knowledge regarding symptoms of STDs. Conclusions: The adolescents had lack of knowledge about STDs and no greater difference between genders have been shown. The traditional attitudes must change and follow the development of Vietnam. Further research should be performed to find out if there is any difference between students in rural and central areas of Vietnam.
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Dung, Le Thanh, and n/a. "An analysis of suprasegmental errors in the interlanguage of North Vietnamese students of English." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060706.115954.
Full textAbstract:
Stress and intonation play important roles in the production and
perception of the English language. They are always very difficult for
second language learners to acquire. Yet, a review of literature
reveals that these important suprasegmental features have not
received due attention from second language researchers or
teachers. In Vietnam in particular, there is no research to date which
studies the stress and intonation errors in the performance of
Vietnamese learners of English.
This study uses the procedures of Error Analysis to investigate
the problem. Chapter one and two give a review of relevant literature
and a description of the methodology of the study. In chapter three,
the students' stress and intonation errors are described and classified,
and the possible sources of those errors are discussed. Finally,
chapter four shows implications and makes suggestions for the
improvement of teaching and learning English stress and intonation.
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Chinh, Nguyen Quoc. "The testing process in a Vietnamese university, an investigation of teachers' and students' perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24217.pdf.
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Kihlberg, Emelie, and Nadine Rosenkvist. "Vietnamese nursing students' knowledge in Cardiopulmonary resuscitation (CPR) and perceptions of training in CPR." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-376662.
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Background Cardiopulmonary resuscitation (CPR) increases significantly the chance of survival in cases of a cardiac arrest. The ability to respond quickly and effectively to a cardiac arrest rests on nurses being competent, prepared and up-to-date. Nursing student’s knowledge in CPR and perceptions of their own training are crucial for the pursuit of the education of professional nurses. Aim Investigate the prerequisites for a good care of patients in need of CPR by assessing Vietnamese nursing students' knowledge in CPR as well as their perceptions on their education in CPR. Method A quantitative, cross sectional-study was conducted. A modified version of a questionnaire developed by the Swedish council of CPR was used. Nursing students at University of Medicine and Pharmacy in Ho Chi Minh City were asked to participate. The gathered data were analyzed with descriptive statistics, t-test and chi2 -test. Result The participants answered right on 41 % of the questions (571/1404). The mean-score was 5.25 and the score ranged from 0 to 9 out of 13 points on the questionnaire. Participants answered correctly on most questions regarding basic CPR and were foremost wrong about questions regarding defibrillation. There was no association between a high result on the questionnaire and students rating a high grading on preparedness and/or satisfaction. No significant difference could be found based on gender. Conclusion The knowledge in CPR, based on this survey, is generally low. One plausible explanation could be that the questionnaire did not fit the education of the participants.Bakgrund Hjärt- och lungräddning (HLR) ökar avsevärt chanserna att överleva vid ett hjärtstopp. Att kunna reagera snabbt och effektivt på hjärtstillestånd kräver att sjuksköterskor är kompetenta och förberedda. Sjuksköterskestudenters kunskaper i HLR och deras uppfattningar om sin utbildning är avgörande för den fortsatta utbildningen av professionella sjuksköterskor. Syfte Undersöka förutsättningarna för en patientsäker vård inom HLR, genom att kartlägga vietnamesiska sjuksköterskestudenters kunskaper i HLR samt att undersöka deras uppfattning om sin utbildning i HLR. Metod En kvantitativ, tvärsnittsstudie genomfördes. En modifierad version av ett frågeformulär utvecklat av Svenska rådet för hjärt- och lungräddning (HLR-rådet) användes. Sjuksköterskestudenter i en klass från University of Medicine and Pharmacy, i Ho Chi Minh City blev ombedda att delta. Den insamlade informationen analyserades med beskrivande statistik, t-test och chi2-test. Resultat Deltagarna svarade rätt på 41% av frågorna (571/1404). Det totala medelvärdet var 5.25 och poängen skilde sig från 0 till 9 av 13 poäng på frågeformuläret. Deltagarna svarade korrekt på de flesta frågor angående grundläggande HLR och svarade främst fel på frågor angående defibrillering. Det fanns inget samband mellan ett högt resultat på frågeformuläret och elever som ansåg sig vara förberedda och/eller nöjda med sin utbildning. Ingen signifikant skillnad i resultat kunde hittas baserat på kön. Slutsats Kunskaperna i HLR, baserat på den genomförda studien, är generellt låga. När det kommer till vissa frågor kan en orsak vara att frågeformuläret inte var anpassat efter deltagarnas utbildning.
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Löfgren, Karolina, Susanna Sjöberg, and Linnea Neugebauer. "Vietnamese nursing students` perception of person-centered care. : A Minor Field Study in Vietnam." Thesis, Hälsohögskolan, Jönköping University, HHJ, Avd. för omvårdnad, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48700.
Full textAbstract:
Summary Background: Person-centred care is a concept which aims to achieve quality in health care. Person-centred care is about taking the patient's own story into account and creating a partnership between all involved parties. Aim: Exploring nursing students` perception of person-centred care in Vietnam. Method: This study is a qualitative study with a semistructured interview guide. It has a deductive approach with a directed content analysis. Twelve nursing students were interviewed in this study. Result: The result showed that communication, nurses' knowledge, mutual respect, cooperation and family’s experienced knowledge about the patient were identified as important parts of the participants perceptions about person-centred care in Vietnam. Challenges such as time constraints and misunderstandings were shown to be a repeating problem. Conclusion: The nursing students' perception about implementing person-centred care in Vietnam is positive, but there are challenges in applying this in practice. The number of patients related to the number of nurses is uneven, which may lead to problems in Vietnam regarding person-centered care.
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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.
Full textAbstract:
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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Nguyen, Hoang Phuong Linh <1993>. "IMMIGRANT WORKING EXPERIENCE IN JAPAN A case study of Vietnamese students in Japanese school." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/16145.
Full textAbstract:
Although there are more and more Vietnamese students are coming to Japan to study and work as temporary migrant workers, their reasons and experiences remain under-studied. Aiming to fill the gap, this paper purposes to determine the motivations and working experience of Vietnamese students who are learning Japanese in linguistic institutions and working part-time in Japan. A qualitative investigation was conducted on 20 Vietnamese students studying Japanese at Shizuoka International Language School of Japan while working part-time after school. The study found that the participants seem to experience the poor working condition with long working time, unhealthy environment, and cultural barrier as overtime work without a wage. It directly impacts to their study and life balance. On the other hand, the financial benefits and language improvement are the vital factors encouraging them to work in this environment.
Keywords: Vietnamese student, motivation to work, migrant work experience in Japan.
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Pham, Minh Cuong, and n/a. "Towards a syllabus in teaching English pronunciation to Vietnamese students in Hanoi Foreign Languages College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060704.101218.
Full textAbstract:
English has been taught in Vietnam for about forty years
and the number of English learners increases every year.
Whatever the course of teaching English may be, the teaching
of pronunciation is always a beginning part of it.
The materials used in teaching pronunciation vary from
schools to colleges, but the way of teaching is always
the same. It means that students have to imitate what the
teachers have pronounced with a very simple explanation
of how to pronounce it. This causes great problems, because
not all teachers have correct pronunciation and not all
students can imitate the teachers in the right way.
At the Hanoi Foreign Languages College, students are
trained to be teachers of English. They not only need to
have correct pronunciation, but also need to know how to
pronounce sounds. In order to teach pronunciation effectively,
they need to have a certain knowledge of phonetics
and know the difference and similarity between the sound
systems of English and Vietnamese.
To help awareness of the necessity of good pronunciation
and the present problems associated with teaching it, this report:
a/ points out the importance of teaching English
pronunciation in teaching English;
b/ gives an overview of English teaching in general
and the teaching of pronunciation in particular.
To improve the teaching of pronunciation at the Hanoi
Foreign Languages College, this report:
c/ makes a comparison between sound systems of
English and Vietnamese;
d/ proposes material for the teaching of pronunciation
for the Vietnamese students of the Hanoi
Foreign Languages College, bearing in mind the
context of the Vietnamese teaching and learning
situation.
It is hoped that this report will be of practical use:
for teachers and students in the Hanoi Foreign Languages
College.
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Chau, Dung. "Attitudes toward educational achievement among parents and students from Anglo-Australian and Vietnamese-Australian backgrounds /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09SPS/09spsd916.pdf.
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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.
Full textAbstract:
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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Nguyen, Sang Ngoc. "The role of cultural factors affecting the academic achievement of Vietnamese/refugee students: A case study." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282908.
Full textAbstract:
This dissertation reports the findings of a case study on the role of cultural factors affecting the academic achievement of Vietnamese immigrant students. The study involves six adolescents from three recent Vietnamese immigrant families: the students' school performance is mixed, some do well in school, others do not do as well. The study focuses on how cultural values or factors, especially a strong and unrelenting Vietnamese emphasis on education, combine with opportunities and restrictions in the local environment, the context of reception, to affect the students' achievement. The findings indicate that the Vietnamese immigrant success is not dependent on the parents' human capital, their socioeconomic standing, or their level of education in Vietnam, the usual predictors of school achievement. Instead, the main factors are the clear and unambiguous influence of family life and basic cultural values emphasizing school achievement, although these factors always interact with particular family and community conditions. Educators need to recognize the potential of the family and culture in promoting and producing educational achievement in Vietnamese children.
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Zhang, Jingwen-Wen, and 張婧雯. "Becoming a Vietnamese Student: the Migration and Identification of Vietnamese Students in Taiwan." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/zpytdg.
Full textAbstract:
碩士國立清華大學
社會學研究所
105
There are currently almost 4000 Vietnamese students all around Taiwan. Taiwan as their destination for overseas education also is the destination for a large amount of labor/marriage migrants from Vietnamese in the past few decades. Based on the data collected through in-depth interview, participant observation, textual and policy analysis, this thesis aims to elaborate on the daily lives of Vietnamese students, and explore their changing identities. Viewing migration and identification as dynamic processes, this thesis emphasizes that the Vietnamese students are not only defined as Vietnamese students in official migrant categories but also "becoming" Vietnamese students. The recruiting channels for Vietnamese students are structured in the specific context of internationalization of higher education and Vietnam-Taiwan relations. However, Vietnamese students embracing imagined modernities who desire to achieve upward social mobility through academic mobility may actually experience downward class mobility, due to the inequality between Vietnam and Taiwan in the global system. Besides, Vietnamese labor/marriage migrants in Taiwan are labeled as inferior others. Vietnamese students probably fall into stigmatized categories of Vietnamese migrants, experiencing the process of "othering", which is especially a gendered situation. Maintaining favored images of international elites, Vietnamese students may demonstrate and perform differences such as lifestyles to highlight the boundaries between other categories of Vietnamese migrants and them. "Passing" as a non-Vietnamese migrant is also a frequently used technique to prevent from discrimination. However, students who draw boundaries may downplay each other’s differences while communicating more with other Vietnamese migrants in Taiwan. In their transnational lives, Vietnamese students live in a variety of positions more than simply the category of "international students" can describe. When they cross the boundary of nations, the invisible boundaries of nation, class, and gender are appearing and even strengthening. The daily life of a Vietnamese student is such an ongoing process - he/she walking across complicated boundaries in transnational fields, identifying and being identified (as) others while interacting with Taiwanese, Vietnamese, and other agents in a foreign society. In this process, they confirm, resist, or negotiate their national identification. They are not just being categorized as Vietnamese students but also "becoming" Vietnamese and Vietnamese students.
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Chien, Bui The, and 斐世戰. "SUBJECTIVE WELL-BEING OF VIETNAMESE UNIVERSITY STUDENTS IN TAIWAN: A COMPARISON BETWEEN VIETNAMESE AND TAIWANESE STUDENTS." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/20729802755552375346.
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碩士明新科技大學
管理研究所
102
In recent years, there has been an increasing globalization in the higher education sectors.For those who study aboard, the life far away from home will surely face many difficulties. They do not only need to “learn” but also need to “live” in the new environment with different culture, without the support of their original social network. Thus, to adequately understand foreign students’ circumstances, to know if they are satisfied with their learning environment may not be enough, it is important to also know their subjective well-being. The main purpose of this study is to investigate Vietnamese students’ subjective well- being in Taiwan.The study will involve two type of survey: subjective well-being (SWB) and day reconstructed method (DRM). The main components of the SWB include students’ satisfaction about many aspects of their life and their daily emotional experiences. Whereas the DRM will allows us to find out the daily activities that associate with their emotional experiences. Further, to better understand the subjective well-being of Vietnamese students, Taiwanese students’ SWB will also be collected and served as a controlled group. The most striking and unexpected results in this study was that Vietnamese students’ subjective well-being was significantly better than Taiwanese students. In particular, all indexes in emotional well-being indicated that Vietnamese students were better than local students. The results are surprising because, as compared to local students, foreign students are facing much more challenge in the need to adapt to new environment and being cut off from their social support system.
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Huong, Hoang Thien, and 黄天香. "Determinants of Vietnamese Students’ Return Intention." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/cxv48h.
Full textAbstract:
碩士國立虎尾科技大學
經營管理研究所
101
There is big number of students study abroad, nearly 3.7 million tertiary students in 2011 and Asians account for 52% of all students study all over the world (Education at a glance 2011, 2011). However, the number returnee is low, especially in Vietnam, only 20% student study abroad return to Vietnam after graduation. Vietnam is a developing country; the demand of human resource is high, employers eagerly look for foreign training candidates. Understanding determinates of Vietnamese students’ return intention is critical not only for the government but also the companies in Vietnam. There is no similar research has been conducted on Vietnamese students in their return intention, as a result, no reliable questionnaire in investigating issues relevant to it. Therefore, firstly, this study focuses on developing questionnaire in order to investigate the determinants of Vietnamese students’ return intention. Later, find out factors which affect the intention of returning Vietnam of international students. Throughout this research the researcher aims to identify the key determinants in affecting Vietnamese students’ return intention.
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Nguyen, TBH. "English learning strategies of Vietnamese tertiary students." Thesis, 2013. https://eprints.utas.edu.au/17105/1/Front-Nguyen-Thesis-_2013.pdf.
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Nguyen, Thanh Luan. "Investigating students’ perceptions of Vietnamese tertiary English education." Thesis, 2021. http://hdl.handle.net/1959.13/1426966.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)The education of Vietnamese English language teaching pre-service teachers (ELTPT) has been at the forefront of ongoing national reforms to improve English teaching pedagogy. Despite its importance and recent government efforts, Vietnamese tertiary initial teacher education (ITE) remains a challenge. ELT pre-service teachers’ experience in the preparation of professional competence has been central to the pedagogy of ELT pre-service teacher education. My study investigated ELT pre-service teachers’ perceptions of their initial education programs because student voices have been under-researched in the context of Vietnamese higher education. My study provides an understanding of how Vietnamese ELT pre-service teachers perceived their ITE programs in terms of curriculum, pedagogy and assessment. My research investigated ELT pre-service teachers’ relative satisfaction, regard, and expectations for their programs. My research participants were final year ELT pre-service teachers and academic administrators across eight major higher education institutions in three main regions of Vietnam. I employed a mixed methods research design, which involved two phases. In the first phase, I conducted a survey (499 ELTPTs), held focus group interviews (eight groups of six ELTPTs per each group), and programmatic document analysis (Ministry of Education and Training and eight institutions). In the second phase, I conducted interview with eight university administrators, who are responsible for the design, implementation, and revision of their programs at their institutions. My analysis reveals that Vietnamese ELT pre-service teachers felt generally satisfied with their programs. Three themes emerged in my analysis. Student responses focused on their opportunities to learn, quality, and their preparedness for teaching. My findings revealed some variations in the distribution of ELT pre-service teachers’ general satisfaction level across the eight institutions. At seven institutions ELT pre-service teachers expressed high level of satisfaction and one institution dissatisfied with their programs. But, ELT pre-service teachers expressed differential satisfaction with their programs in terms of in degree and variability. The varied levels of student satisfaction are discussed across three themes. Further, ELT pre-service teachers had varied perceptions to academic administrators regarding programmatic issues, expectations and suggestions for improvement. I conclude with proposing a model of ELT pre-service teacher professional competence. The model provides an understanding of the interaction between ELT pre-service teachers and the ITE program through context-integrated experience in OTL, affective dispositions, quality, and preparedness. It explains the relationships of these influential components as constituents of ELT pre-service teacher professional competence. My study offers practical implications for ELT pre-service teachers, educators, community, institutions, policy makers, and administrators in improving the ITE.
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VO, HA CHI, and 范荷慈. "Student motivation to study abroad: A case of Vietnamese Graduate students in Taiwan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/37488h.
Full textAbstract:
碩士中國文化大學
國家發展與中國大陸研究所中國大陸組
107
Vietnam is one of the dynamic sources of cross- border student mobility across the globe. This study aims to explore the factors which influence graduate students motivation to study abroad in Taiwan. A survey utilizing mixed-methods was conducted through the semi-structured interviews and questionnaire from 173 Vietnamese graduate students (VNGSs) currently studying Master and Ph.D. programs in Taipei. The finding reveals that VNGs consider "Future career opportunities" and "Culture and Experience of living abroad" respectively as their most motivational factor to choose Taiwan for the educational host country. From this main finding, this study suggests some implication for the institution to improve its service.
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(9822725), Cao Nguyen. "Creating a bullying measure for Vietnamese high school students." Thesis, 2019. https://figshare.com/articles/thesis/Creating_a_bullying_measure_for_Vietnamese_high_school_students/13454789.
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This thesis sought to create a culturally sensitive bullying measure for students in Vietnam. The measure was developed via two qualitative studies with Vietnamese educators and students. A third, quantitative, study provided initial validation of the measure.
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VU, THI PHUONG NHUNG, and 武氏芳絨. "Factors Influencing Vietnamese Students Satisfaction toward Universities in Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/61306608265200298349.
Full textAbstract:
碩士國立暨南國際大學
諮商心理與人力資源發展學系終身學習與人力資源發展研究所
104
The purpose of this study was to investigate Vietnamese student’s satisfaction level toward Taiwan Universities, and explore the influential factors influencing their satisfaction level. This study determined the difference between the demographic factors and satisfaction influential factors of Vietnamese students toward Taiwan Universities. In addition, this study explored the relationships between student’s preparation and six influential satisfaction factors and the overall satisfaction. Finally, this study analyzed the influence factors influencing the Vietnamese students’ satisfaction toward Taiwan Universities. This study used an online questionnaire to survey 311 Vietnamese students studying in Taiwan. The survey instrument used in this study was modified from Chien (2011) which comprised of students’ preparation and six influential satisfaction factors: education, social and cultural support, infrastructure and administrative support, economic considerations, safety, and image and prestige of institutions and these factors were assumed influencing overall satisfaction of Vietnamese student toward Taiwan education institutions. Major conclusions of the study are as follows: 1. Generally, Vietnamese students perceive a high degree of satisfaction toward Taiwan education institutions. 2. Vietnamese students studying private Universities given a higher degree of satisfaction toward the safety aspect than those who studying in public universities in Taiwan. 3. The longer time that Vietnamese students had studied in Taiwan, the more they are satisfied with the education and image and prestige of the institution. 4. The students who felt they were better prepared before coming to Taiwan showed the higher satisfaction with Education, Social and Culture Surport, and Image and Prestige of Institution of Taiwan’s Universities. 5. The student’s preparation and all six influencing factors exhibited significant relationships with overall student satisfaction but only four independent variables were significant predictors of the overall student satisfaction, the four variables are infrastructure and administrative support, image and prestige of institution, education and safety which explains 52% of the total variance.
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Nguyen, Hoa Quynh, and 阮瓊花. "Vietnamese Chinese Students as new labor force in Taiwan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6c33xp.
Full textAbstract:
碩士國立中山大學
社會學系碩士班
107
Taiwan’s Overseas Community Affairs Council is implementing a project, named “The 3+4 Vocational Education Program for Overseas Compatriot Students”, to attract overseas Chinese students to attend Taiwan’s high vocational school. This study wants to explore why these overseas Chinese students choose this project, and how is the project implemented in school and factory. The data is mainly drawn from the interviews of Vietnamese Chinese who are or were the students of this project. The main findings are as followed: First, economic, gender, expectation of pursuing higher education and social networks are factors that made them to decide to study in Taiwan. Second, these students do not learn basic knowledge to cope with the skills needed in factory, nor do they learn high skills in factory. Third, the students are under surveillance both in school and factory, and they are vulnerable to the unfair study and working conditions. Fourth, social networks of the students are confined to the same country’s classmates due to language barriers.
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Chen, Yi-Fang, and 陳儀芳. "Language Attitudes Towards Vietnamese Among College Students in Taiwan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/n7kkfc.
Full textAbstract:
碩士靜宜大學
英國語文學系
107
Language attitude plays a vital role in multilingual societies as it influences language use, language maintenance, and language policy. In recent years, due to the rise of Southeast Asian countries in the global economy, many enterprises actively rushed into the Association of Southeast Asian Nations (ASEAN), especially in the Asian context. The learning of Southeast Asian languages has thus become an important project for the Taiwanese government. Consequently, the Taiwanese government has promoted the New Southbound Talent Development Program from 2017 to 2020, aiming to foster bilateral exchange and mutual resource sharing. This program has led our colleges and universities to develop substantive educational exchange programs with the ASEAN countries. In addition, according to the Ministry of Education, the seven major Southeast Asian languages will be included in the Curriculum Guidelines of 12-Year. The New Resident Languages are listed as one of the mother tongues required in primary school for primary schools starting in the 108th academic year. To address the importance of this impact on the education of Taiwan in the near future, the current study investigates the local college students’ attitudes towards the Vietnamese language and their points of view on the inclusion of Vietnamese in the Curriculum Guidelines of 12-Year. In addition, this study also investigates the relationship between the participants’ personal background factors and their attitudes. In the study, a questionnaire survey was administered to 69 college students to elicit their attitudes towards Vietnamese together with a focus group interview. The results from the questionnaire indicate that the Vietnamese language is evaluated negatively among college students. The results further show that the participants have the most positive attitude towards the pragmatic function of the language, followed by the desire to learn or speak the language, their perception to the intrinsic features of the language, a general liking of the language, and language use. Additionally, there was no significant difference found in terms of gender and region on their language attitudes towards Vietnamese. Therefore, the gender and the region of the participants are not the crucial factors for influencing students’ language attitudes towards Vietnamese in the study. From the result of the focus group interview, the interviewees point out that their attitude towards Vietnamese is influence by the frequency of their language use. This study also provides insights of attitudes towards Vietnamese and language policy. The results show that more than half of the participants agree with this policy. Also, we find that the majority of the participants agree with the policy because of the identity for the Southeast Asian language and culture. Most participants indicate that they think identity with the Southeast Asian languages and culture for New Second Generation is very important. Four reasons are found, and they are: (1) the identity for the Southeast Asian language and culture, (2) language competence cultivation, (3) enhancement of language competitiveness, and (4) development for global perspective. On the other hand, among the participants who disagree with the policy, three reasons are found. They are: (1) identity for Taiwanese and culture, (2) inappropriateness in primary schools. These results provide some implications for policy makers to promote both native/local languages and new resident languages and modify our curriculum in the future.
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Wen-YuChen and 陳玟羽. "Learning of Vietnamese Tones by the Taiwanese College Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6yd9u4.
Full textAbstract:
碩士國立成功大學
台灣文學系
107
This study investigates Taiwan mandarin and north Vietnamese to predict how Taiwan mandarin effects Taiwanese learners in pronouncing Vietnamese tone. Both Mandarin and Vietnamese are tone languages. Learners will face the positive and negative transfer from L1 to L2. If understanding the cross-language effect between Mandarin and Vietnamese, the Taiwan learners will learn Vietnamese efficiently. The method in this study is monosyllable vocabulary pronounce test. According to the test result, this study discusses the tone value and the time. Because Hanoi is a political center in Vietnam, we choose the north Vietnamese as the dialect in this study. All Taiwanese can use Mandarin fluently, so L1 in this study is Mandarin. The result shows the fact that Taiwanese learners are affected by mandarin in some Vietnamese tone: 1. Taiwanese learners do not face the learning difficulty in Vietnamese tone v1(ngang) and v3(sáng) because of the positive transfer from mandarin m1 and m2. 2. It is difficult for Taiwanese learners to distinguish Vietnamese v4(hỏi), v6(huyền), and v7(nạng). 3. Except the time, Taiwanese learners do not face the learning difficulty in Vietnamese v4(hỏi) and v6(huyền) because of the positive transfer from m3 and m4. 4. Taiwanese learners pronounce the v2(sắc) longer than Vietnamese, but do not face difficulty in tone value. 5. Taiwanese learners will have difficulty in v5(nạng). But it can be improved by practice.
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Miura, Akiko. "The food habits of Vietnamese college women at Oregon State University." Thesis, 1998. http://hdl.handle.net/1957/27657.
Full textAbstract:
This study reports the food habits of Vietnamese college women in association
with college life and their cultural background. Their food habits, food associated
beliefs, and the influences on their food choices were examined.
Interviews, using semi-structured questionnaire, were conducted with 25
Vietnamese college women at Oregon State University. The questionnaire included
general and particular food consumption, cooking/eating out practices, and food
associated beliefs.
The busy schedules of the Vietnamese college students in college life greatly
influenced their food choices. They preferred eating the same foods as before college,
which were mainly Vietnamese foods. However, they also considered convenience for
their food choices since they did not have enough time and/or skills to prepare and eat
meals. Generally they kept eating Vietnamese foods, such as rice and Vietnamese
flavored dishes; however, they increased eating easy to prepare food, such as pasta,
sandwiches, and fast foods in college life, which were not often eaten with their families
before college. All of them had rice cookers, chopsticks, and fish sauce, that are
substantial for a Vietnamese diet.
Their preference of eating Vietnamese foods led to their unique meal patterns.
They tended to adjust mealtime in order to eat Vietnamese foods at home and avoided
eating meals on campus. Instead, the high frequency of snack consumption was reported.
They had strong beliefs that Vietnamese foods were healthy. The Vietnamese
foods, which consisted of rice, a wide variety of vegetables, and small amount of meat,
tend to be low in fat. It led to avoidance of commercialized low-fat and low-calorie
foods. The Vietnamese diet was also believed to be a balanced diet. This was associated
with the small credibility of a vegetarian diet in spite of the fact that they considered
vegetables played an important role in their diets. Generally they were comfortable to
keep eating Vietnamese foods because of their health concerns, as well as their taste
preferences.
In college life, they consumed some foods that were not Vietnamese and not often
eaten with their families before. However, it could be temporary mainly because of their
busy schedules. They preferred to eat the same foods as before, if their schedule allowed,
and they considered that Vietnamese foods should be eaten as their real meals.Graduation date: 1999